Foundational Principles and Practices to Consider In Assessing Maker Education

Michael Lundberg *, Jay rasmussen**
* Sixth Grade Teacher, Mounds View Public Schools, USA.
** Professor, Department of Education, Bethel University, USA.
Periodicity:January - March'2018
DOI : https://doi.org/10.26634/jet.14.4.13975

Abstract

The maker education movement is growing in the United States. In order for this movement to gain widespread acceptance it is critical that students’ learning goals and progress towards those goals are clearly visible to all stakeholders. Given that traditional assessment methods may not be best suited for measuring some of the higher order skills associated with maker education, this paper explores this essential question: What are the critical principles and practices to consider when designing an effective assessment plan for maker education? Following a brief definition and history of maker education, the authors suggest that there are eight principles and five practices worthy of consideration when designing an assessment plan for students engaged with maker education experiences. An appendix containing example assessment tools is included.

Keywords

Maker Education, Maker Space, Assessment Plan, Design Thinking, Project-based Learning, Hands-on Learning, Iterative Learning, Innovation, Experimentation, Invention, Design Cycle, Fab Lab, Hacker Space, Digital Badges

How to Cite this Article?

Lundberg, M., and Rasmussen, J. (2018). Foundational Principles and Practices to Consider In Assessing Maker Education. i-manager’s Journal of Educational Technology, 14(4), 1-12. https://doi.org/10.26634/jet.14.4.13975

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