How to Assess Learning in Makerspaces

When there are specific learning objectives to achieve, assessment of learning is relatively straightforward. However, what happens when the making is more exploratory and open-ended?

Standardised assessment struggles to capture the creativity and artistic benefits of makerspaces, including the difficult-to-measure, qualitative pedagogic and leadership skills that children regularly demonstrate during makerspace activities.
_{David Hyatt, Makerspaces and Assessment, pg 87}

How Can We Assess Learning in Makerspaces?

Self or peer assessment

Learning stories

The mosaic approach

Demonstrating Characteristics of Effective Learning (COEL)

Playing and exploring – engagement
Finding out and exploring
Playing with what they know
Being willing to ‘have a go’

Active learning – motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do

Creating and thinking critically – thinking
Having their own ideas
Making links
Choosing ways to do things
_{Early Education (2017) Development Matters in the Early Years Foundation Stage.}

The Makerspace Learning Assessment Framework

What do you think?
Do you have any ideas for how learning can be assessed in makerspaces?

References

_{Carr, M. (2001) Assessment in Early Childhood Settings: Learning Stories London: Sage.}

_{Clark, A. and Moss, P. (2011) Listening to Young Children: The Mosaic approach. (2nd ed.). London: National Children’s Bureau.}

_{Early Education (2017) Development Matters in the Early Years Foundation Stage.}

_{Hyatt. D. (2017) Assessment. (pp86-88) in J. Marsh, K. Kumpulainen, B. Nisha, A. Velicu, A. Blum-Ross, D. Hyatt, S.R. Jónsdóttir…and G. Thorsteinsson, Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project.}