A Workshop on Assessment and Evaluation Tools for Makerspaces

创客空间评估和评估工具研讨会

• 批准号: 2138223
• 负责人: Peter Wardrip
• 金额: $ 7.49万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-11-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2138223&HistoricalAwards=false
• 关键词: Workshop; Assessment; Evaluation; Tools; Makerspaces

Maker education has increased tremendously in community settings and classrooms across the country. Maker education is learner-driven and hands-on, often collaborative, and may focus on solving a problem or designing an object or device. There is a growing need for assessment and evaluation tools and approaches to understand and improve the nature of maker learning and provide evidence for the value of maker pedagogy. This workshop will bring together approximately 25 researchers from formal and informal settings as well as practitioners to review current maker assessment and evaluation tools and examine the role those tools can play for informing research and practice. The workshop will identify areas where future work is needed, including designing assessment and evaluation that effectively addresses the interests and needs of diverse learners. The workshop will disseminate an online collection of these assessment and evaluation tools, a research brief, and several webinars sharing the results and recommendations of the conference.The two-day, in-person conference will include pre-workshop surveys to determine and refine issues for consideration at the conference, identify a core set of readings and resources for conference participants, and to identify key topics for research briefings presented at the conference. The conference will include background briefings, hands-on try-outs of assessment tools, synthesis discussions, and identification of future directions for research and next steps. Resources developed from the workshop will be widely disseminated through workshop partner Maker Education’s website, an annual maker conference held at the University of Wisconsin, and through other publications reaching researchers and practitioners in informal and formal educational settings, This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

创客教育在全国各地的社区环境和教室中大幅增加。 创客教育是学习者驱动的，动手的，通常是协作的，可能专注于解决问题或设计物体或设备。越来越需要评估和评价工具和方法来理解和改善创客学习的性质，并为创客教学法的价值提供证据。该研讨会将汇集大约25名来自正式和非正式环境的研究人员以及从业者，审查当前的制造商评估和评价工具，并检查这些工具在为研究和实践提供信息方面可以发挥的作用。讲习班将确定今后需要开展工作的领域，包括设计有效满足不同学习者的兴趣和需求的评估和评价。研讨会将发布这些评估和评价工具的在线集合、研究简报以及分享会议成果和建议的几个网络研讨会。为期两天的面对面会议将包括研讨会前的调查，以确定和完善会议审议的问题，为与会者确定一套核心读物和资源，并为会议上的研究简报确定主要议题。 会议将包括背景介绍、评估工具的实际试用、综合讨论以及确定未来研究方向和下一步措施。研讨会开发的资源将通过研讨会合作伙伴Maker Education的网站，在威斯康星州大学举行的年度制造商会议，以及通过其他出版物广泛传播，这些出版物将在非正式和正式教育环境中接触研究人员和从业人员，该项目由推进非正式STEM学习（AISL）计划资助，其目的是：（a）推进在非正式环境中设计和开发STEM学习的新方法和基于证据的理解;（B）为扩大STEM学习经验的获取和参与提供多种途径;该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。