EAGER: MAKER: Collaborative: Beyond Rubrics: Moving Towards Embedded Assessment in Maker Education

该项目由STEM+Computing （STEM+C）计划支持，该计划旨在推进应用研究，将计算思维和计算活动整合到早期儿童教育（PreK-12）的科学、技术、工程和数学教学中。由于创客教育的基本重点是协作、迭代、基于过程的学习——21世纪的关键技能——因此，传统的课堂评估手段——测试无法充分跟踪创客教育的学习成果。该项目将开发嵌入式评估技术，与教师共同设计并实施，在不限制或中断复杂的制作过程的情况下，收集学生学习的严格证据。嵌入式评估是指将评估直接纳入学习环境和活动，从而实时监控和支持学生学习的一种评估形式。嵌入式评估已被广泛应用于数字环境中，用于设计系统内的任务，这些任务可以引出预期结果的证据，并自动快速地捕获性能过程中生成的丰富数据。在创客学习中利用相同的方法是有希望的，但是动手学习环境不像数字环境那样具有相同的数据支持。通过对评估进行必要的重构和重新设计，我们可以开始回答以创客为中心的学习如何真正使更广泛的教育系统受益，对学生和教师都是如此。这些知识将提高以学校为本的创客环境的学习质量，并使更多的学校将这些宝贵的经验带给学生。该项目将开发和评估以创客为中心的学习中的嵌入式评估实践，这将导致更适合创客教育过程和预期结果的评估实践。目前还没有关于创客教育的良好记录的评估协议或过程。该项目将开展以设计为基础的研究，涉及两条相互关联的工作线。首先，该项目将与创客教育者和教师一起迭代开发嵌入式评估工具包。其次，该项目将建立一个变革过程，使参与的教师能够成功地在中学STEM课程中采用嵌入式评估。

This project is supported by the STEM+Computing (STEM+C) program, which advances applied research integrating computational thinking and computing activities within disciplinary science, technology, engineering, and mathematics teaching and learning in early childhood education through high school (PreK-12). Because of its fundamental focus on collaborative, iterative, process-based learning--key 21st century skills--maker education's learning outcomes cannot be adequately tracked by tests, the traditional means of assessment in classrooms. The project will develop embedded assessment techniques, co-designed with and implemented by teachers, to collect rigorous forms of evidence of student learning, without constraining or interrupting complex making processes. Embedded assessment refers to a form of assessment where assessment is directly incorporated into the learning environments and activities, so student learning can be monitored and supported in real time. Embedded assessment has been widely adopted in digital contexts to design tasks within a system that can elicit evidence of desired outcomes, and to automatically and rapidly capture rich data generated in the process of performance. Leveraging the same methodology in maker learning is promising, however hands-on learning environments do not have the same data affordances as digital environments. Through this necessary reframing and redesigning of assessment, we can begin to answer the question of how maker-centered learning can truly benefit the broader education system, both for students and for teachers. This knowledge will improve the quality of learning in school-based maker environments, and enable more schools to bring these valuable experiences to their students.The project will develop and evaluate practices of embedded assessment in maker-centered learning which will lead to assessment practices better suited to the processes and desired outcomes of maker education. There are currently no well-documented assessment protocols or processes for maker education. The project will conduct design-based research that involves two lines of connected work. First, the project will iteratively develop embedded assessment toolkits with maker educators and teachers. Second, the project will establish a transformative process where participating teachers can successfully adopt embedded assessments within middle school STEM curricula.