"Finding the Right Window Into What They're Doing": Assessment of Maker-based Learning Experiences Remotely

Area of Science:

• Education
• Learning Sciences
• STEM Education

Background:

• The COVID-19 pandemic necessitated a rapid shift to remote learning for many educators.
• Maker-based learning, traditionally hands-on, faced significant challenges in remote environments.
• Assessing student progress and understanding in remote maker-based activities became a critical concern for teachers.

Purpose of the Study:

• To examine how teachers support and assess maker-based learning in remote settings.
• To understand the adaptations made by teachers to facilitate hands-on making remotely.
• To explore the impact of remote maker-based learning on assessment practices.

Main Methods:

• A qualitative study involving a learning community of teachers.
• Data collection through observational field notes from community meetings.
• Interviews with four focal teachers and analysis of their maker project artifacts.

Main Results:

• Teachers integrated social-emotional goals into remote maker activities.
• Students actively documented their making process and artifacts.
• Adaptations included using low-tech materials for accessibility and engagement.

Conclusions:

• Remote maker-based learning experiences can reshape student roles as assessors.
• The tools and materials used in making are influenced by remote contexts.
• Practices developed for remote settings offer valuable insights for in-person instruction.