Assessment in Maker-Inspired Spaces
As an educator charged with the assessment of student learning, I would assess creative problem solving during maker-inspired lessons in the following ways/The design of these assessments are justified by the following
As an educator charged with assessing creative problem solving during maker-inspired lessons, I would first need to consider the core standards that I must operate within the framework of. For example, using the ISTE Standards (2016), focus should be placed on - creativity and innovation, communication and collaboration, critical thinking, problem solving, and decision making-along with research and information fluency. Maker-inspired lessons can enable educators to achieve this by weaving the material learned in the lessons, with the standards. As the GSA in Baltimore (Isselhardt, 2013) has shown, aligning common-core standards to a project based learning environment is possible.
A focus on summative assessments has led to a culture within institutions that often overlooks the importance of evaluating students from multiple perspectives. In designing assessment on creativity I think it is important to consider the originality of students, level of participation, engagement in collaborative activities, and examples of demonstrated critical thinking. Further, how well students accept and move on from failure is important. As we have learned throughout this course, iteration is a key part of the learning process. Students must understand that- failure is not the end – it’s part of the process to reach success. Giving grades seems easier when compared to evaluating creativity. In an education system that continually punishes failure (C-D-F), there are certainly psychological barriers to implementing new methods of assessment within this framework. The minds of students are often seemingly locked into this type of thinking towards assessment.
I found it interesting that while the Baltimore school (Isselhardt, 2013) had achieved much in the way of transitioning students into productive learning in line with core standards within project based learning environments, there were still difficulties to be addressed. As the administrators found, groups who are not managed well may quickly devolve into chaos and there must be conditions in which students can work together without conflict) If proper assessments of students are to be made All aspects within maker-inspired spaces must be considered. Assessors must continually evaluate themselves and their plans as well to determine how well they are enabling students to reach the intended goals set out in the curriculum.
In recent years, as gaming has become so wide-spread and available through low-cost devices, educators like James Gee (2008) have been able to show that there are real skills being learned through these experiences. As an educator in charge of assessments, I feel that it is important to use games in the process of evaluation. In our English program in China, we use computer-based games that provide evaluation and feedback within them. They also encourage collaboration and problem solving skills. For example, students can move through virtual worlds while committing key vocabulary and sentence patterns to memory. If the game is designed well, it is engaging and gets students into the mode of improving fluency. As Gee (2008) points out, games themselves are tests. They require students to provide solutions while at the same time, often offer immediate feedback. A student is not allowed to move to the next level unless they successfully complete the first. Brain scientist Daphne Bavelier (2012), makes some convincing arguments in her TED talk “Your Brain on Video Games”. Her research has found that individuals who play computer games actually have performed better on certain types of evaluations than non-gamers. Those in charge of assessment can use games as a tool for evaluations, while at the same time, leverage the intense interest many students have in them to help address real world problems. The ISTE standards [creativity and innovation, communication and collaboration, critical thinking, problem solving, and decision making-along with research and information fluency] can be met in maker-inspired lessons but all aspects of the maker space must be considered along with an acceptance that there must be adaption period to these new types of assessments.
As an educator charged with assessing creative problem solving during maker-inspired lessons, I would first need to consider the core standards that I must operate within the framework of. For example, using the ISTE Standards (2016), focus should be placed on - creativity and innovation, communication and collaboration, critical thinking, problem solving, and decision making-along with research and information fluency. Maker-inspired lessons can enable educators to achieve this by weaving the material learned in the lessons, with the standards. As the GSA in Baltimore (Isselhardt, 2013) has shown, aligning common-core standards to a project based learning environment is possible.
A focus on summative assessments has led to a culture within institutions that often overlooks the importance of evaluating students from multiple perspectives. In designing assessment on creativity I think it is important to consider the originality of students, level of participation, engagement in collaborative activities, and examples of demonstrated critical thinking. Further, how well students accept and move on from failure is important. As we have learned throughout this course, iteration is a key part of the learning process. Students must understand that- failure is not the end – it’s part of the process to reach success. Giving grades seems easier when compared to evaluating creativity. In an education system that continually punishes failure (C-D-F), there are certainly psychological barriers to implementing new methods of assessment within this framework. The minds of students are often seemingly locked into this type of thinking towards assessment.
I found it interesting that while the Baltimore school (Isselhardt, 2013) had achieved much in the way of transitioning students into productive learning in line with core standards within project based learning environments, there were still difficulties to be addressed. As the administrators found, groups who are not managed well may quickly devolve into chaos and there must be conditions in which students can work together without conflict) If proper assessments of students are to be made All aspects within maker-inspired spaces must be considered. Assessors must continually evaluate themselves and their plans as well to determine how well they are enabling students to reach the intended goals set out in the curriculum.
In recent years, as gaming has become so wide-spread and available through low-cost devices, educators like James Gee (2008) have been able to show that there are real skills being learned through these experiences. As an educator in charge of assessments, I feel that it is important to use games in the process of evaluation. In our English program in China, we use computer-based games that provide evaluation and feedback within them. They also encourage collaboration and problem solving skills. For example, students can move through virtual worlds while committing key vocabulary and sentence patterns to memory. If the game is designed well, it is engaging and gets students into the mode of improving fluency. As Gee (2008) points out, games themselves are tests. They require students to provide solutions while at the same time, often offer immediate feedback. A student is not allowed to move to the next level unless they successfully complete the first. Brain scientist Daphne Bavelier (2012), makes some convincing arguments in her TED talk “Your Brain on Video Games”. Her research has found that individuals who play computer games actually have performed better on certain types of evaluations than non-gamers. Those in charge of assessment can use games as a tool for evaluations, while at the same time, leverage the intense interest many students have in them to help address real world problems. The ISTE standards [creativity and innovation, communication and collaboration, critical thinking, problem solving, and decision making-along with research and information fluency] can be met in maker-inspired lessons but all aspects of the maker space must be considered along with an acceptance that there must be adaption period to these new types of assessments.
Loading...
Maker Movement InfoGraphic by Anthony H is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://adaptingtechtoeducation.weebly.com/infographic.html.
For my infographic, I wanted to focus (in part) on how the maker movement is helping the bridge the gap between informal and formal education (Halverson & Sheridan, 2014). On the left of the first block within the chart, I included icons related to formal schooling. On the right of the bridge, I have added images such as gears, Lego blocks, the web, and those related to science exploration and science. In reading these articles, what struck me, was how the maker spaces, with their combination of digital and physical tools allow learners to move back and forth between various subjects and activities. In the second block graphic, I wanted to convey some of the benefits and nuances of this and also expand the value makerspaces. I drew from the case studies in the Pittsburgh museum, Sector 67, and Mt. Elliot (Sheridan et al., 2014). In these environments, the researchers observed repurposing of discarded objects, experts learning from novices, and diverse groups of learners (age and ethnicity) collaborating together to create new and useful inventions. It was interesting how when work stations were close together, there seemed to be crossing among different disciplines. I Put the title subject (MakerSpaces) in the center and worked out from there rather than list from the top. In the third block of the graphic, I wanted to provide the user with a means to explore the culture more in depth if they were interested. I linked the spaces that were discussed in Learning in the Making (Sheridan et al., 2014). For example, I went to the sector 67 blog and Pittsburgh museum Makeshop, and connected them to the page. I also included a link to Dougherty’s TED talk and an Edutopia article on designing a maker space. These links can be flowed by hovering over the images in the block. I listed the images found in the Creative Commons as well and provided their links in the credits.
I really enjoyed exploring Piktochart, and created an Infographic on the topic of the maker movement. Two semesters ago, I used Piktochart to create a chart on the topic of flow. If you'd like to check it out it can be found here. The maker movement graphic is embedded below, and includes links within related to the subject matter as well. Images and interactive portions may load here depending on the security settings of your browser ( have discovered). Follow the link to see the complete version if the infographic here is not interactive. Reference and images are active in both versions. https://magic.piktochart.com/output/13242010-maker-education
I really enjoyed exploring Piktochart, and created an Infographic on the topic of the maker movement. Two semesters ago, I used Piktochart to create a chart on the topic of flow. If you'd like to check it out it can be found here. The maker movement graphic is embedded below, and includes links within related to the subject matter as well. Images and interactive portions may load here depending on the security settings of your browser ( have discovered). Follow the link to see the complete version if the infographic here is not interactive. Reference and images are active in both versions. https://magic.piktochart.com/output/13242010-maker-education
Reference:
Bavelier, Daphne (2012, June). Your Brain on Video Games. Ted Talks. Retrieved from: https://www.ted.com/talks/daphne_bavelier_your_brain_on_video_games
Gee, James (2008). Grading with Games. Edutopia. Retrieved from : https://youtu.be/JU3pwCD-ey0
Isslehardt, E. (2013, February 11). Creating Schoolwide PBL Aligned to Common Core. Retrieved from http://www.edutopia.org/blog/PBL-aligned-to-common-core-eric-isslehardt
ISTE Standards (2016). http://www.iste.org/standards/ISTE-standards/standards-for-students
Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should. Retrieved from http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/
Bavelier, Daphne (2012, June). Your Brain on Video Games. Ted Talks. Retrieved from: https://www.ted.com/talks/daphne_bavelier_your_brain_on_video_games
Gee, James (2008). Grading with Games. Edutopia. Retrieved from : https://youtu.be/JU3pwCD-ey0
Isslehardt, E. (2013, February 11). Creating Schoolwide PBL Aligned to Common Core. Retrieved from http://www.edutopia.org/blog/PBL-aligned-to-common-core-eric-isslehardt
ISTE Standards (2016). http://www.iste.org/standards/ISTE-standards/standards-for-students
Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should. Retrieved from http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/