Making as an opportunity for classroom assessment: Canadian maker educators’ views on assessment

Abstract

A growing number of studies have shown that the exploratory, collaborative, and contextualized nature of maker activities create opportunities for learners to engage with knowledge in a uniquely different way from traditional education which largely relies on de-contextualized instructions. The increased integration of making into K-12 curricula has enormous implications not only for instructional design but also for assessment practices. Maker-oriented activities have the potential to shed light on types of learning that previous assessment systems have not captured and examined. Nevertheless, little is discussed on how making can contribute to the assessment and instructional practices at large. This case study investigated educators' experiences with assessment in classrooms integrating maker activities. Through a qualitative analysis of interviews with six K-12 educators in Canada, the researchers examined: (1) in what ways does making activities create opportunities for assessment and instruction in K-12 classrooms? (2) in what ways does maker learning become a challenge for assessment and instruction in K-12 classrooms? Our analysis revealed several ways in which teachers experienced the advantages of the making approach for understanding student learning and for helping students become further aware of their own progress. The results also revealed challenges to conducting assessments for maker learning, including administrative challenges like continuing to gain support from the administration, and literacy challenges such as students’ obsession with letter grades. This study provides insights into how making may help improve assessment and instructional practices in K-12 classrooms.