Embedding Assessment in School-Based Making: Preliminary Exploration of Principles for Embedded Assessment in Maker Learning

Abstract

Although maker-centered learning in schools has grown rapidly in recent years, the existing assessment approaches often do not meet the needs in assessing the multifaceted learning and development that occur in making processes. This short research paper reports on the design principles of embedded assessment and shares insights gained from working with middle school teachers developing, testing, and examining an embedded assessment toolkit consisting of seven assessment tools and activities.