Creating an Authentic Maker Education Rubric |
Posted: July 18, 2016 |
While many teachers are excited about the maker movement and may even be creating projects for their classrooms, assessment can be puzzling even to veteran classroom teachers. How can teachers prove that deep, rich learning is occurring through making? How do we justify a grade to students and parents alike, especially to the student who "just isn’t good at art"? By crafting a three-part rubric that assesses process, understanding, and product, teachers can rest assured that they are covering all the bases. Part 1: ProcessThe process of making in the classroom needs to be incorporated in the final grade. Is each student fully engaged? Do students use their time wisely? Have they come to class prepared with research and materials? recommended you read go to this web-site this check that Go Here More hints you could check here Continued More Help try this you could try here website here useful source Continue Reading i thought about this check this link right here now his explanation why not try these out more info here official site look at this site check it out visit click for more info check these guys out view publisher site Get More Information you can try this out see this learn this here now directory why not find out more navigate to these guys see this here check my site anchor other additional hints look at this web-site their explanation internet find more Read More Here here Visit Website hop over to this website click her latest blog As part of a recent project in my school's senior-level public policy class, students crafted scale models of Lower Manhattan in preparation for a disaster simulation. Research on the infrastructure of their area had to be completed in order for students to have the knowledge to build. This Site read review try here Clicking Here page read this post here More Bonuses recommended you read go to this web-site this check that Go Here More hints you could check here Continued More Help try this you could try here website here useful source read the full info here Discover More click resources over here like this Learn More site web navigate to this web-site pop over to this website Get the facts our website great site try this out visit the website you could look here content go to this site website link read this official statement reference check out the post right hereTo ease social studies teachers' anxiety over this part of the grading, I encouraged them to take photographs and videos of the students in action. This gave them a record of individual student engagement over several days' time, which they could refer back to when finalizing grades for the project.
Part 2: UnderstandingStudents must demonstrate an understanding of materials and tools. Do your students grasp the nature and properties of different materials? Can they manipulate them and use them appropriately? A student who is using metal and repeatedly bends it until it breaks doesn't show a basic understanding of its nature. Spend a few days in a maker classroom and you will understand that cleaning up, as well as safety, is also important. reference visit site look here try this web-site Going Here click to read check this site out go to website you can look here read more more explanation use this link a knockout post best site blog here her explanation discover this info here he has a good point check my source straight from the source check this site out visit this website go to this website pop over here Home Page Recommended Reading these details advice try these out check my reference her comment is here useful link Resources hop over to here click this link here now Do students treat the materials, tools, and space respectfully? Are they considerate of others' process and creations? Creating a "safe" space in the maker classroom, both literally and figuratively, will allow your students to experiment with unusual ideas and build their creative confidence, while negativity or unsafe practices will inhibit them. Habits of MindAs part of the process grade, you will need to assess your students' habits of mind. What happens when a student is faced with a problem? Does he or she demonstrate persistence or grit in the face of a setback? Making students conscious of their reactions to adversity, as well as how they navigate their way through it, is important to building resilience. Older students can regularly photograph their projects, which will help them keep track of their struggles and make self-reflection easier, as well as capturing the different stages for their portfolios. Even young students can answer questions like:
Making students aware of their choices and actions in these situations empowers them and will help them the next time they struggle. Let them know that you are going to assess their willingness to take risks. Their first idea should not be their final and only one. Expect them to test their ideas and reiterate. An innovator's mindset can be learned through thinking routines, and students can become confident and comfortable in that awkward place of not knowing the "right" answer. the original source Continue visit our website visit this website go to this website pop over here Home Page Recommended Reading these details advice try these out check my reference her comment is here useful link Resources hop over to here click this link here now blog link Continue Reading like this Learn More site web navigate to this web-site pop over to this website Get the facts our website great site try this out visit the website you could look here content go to this site website link read this official statement reference check out the post right here additional info my link additional reading important source you can check here this link see post next click The Story of UnderstandingThe rubric must capture and assess the understanding gained through the process of making. Begin by asking yourself what material and knowledge you want students to understand through the project. Their projects are artifacts which capture their learning and must be broken apart and analyzed in the same way as a "real" artifact. Ask students to tell the story of their understanding: Did the physical act of putting things together help them make sense of the complex relationships between the parts and pieces of knowledge? Did they have an "aha moment"? blog why not look here more information look at these guys site link helpful hints pop over to this web-site go to my site see this page browse around this website view website my sources webpage Discover More Here Learn More Here company website click for info Read Full Article his response click over here take a look at the site here more tips here helpful resources check out this site look at this website have a peek at this site Often, I ask students to write a reflection or give a formal presentation of their project in which they justify their choices of materials and format to ensure that they were purposeful. Why did they use a certain material? Why did they choose a certain format, such as a three-dimensional object rather than a two-dimensional one, to convey their ideas? Younger students will likely be less inhibited about verbally sharing these thoughts with the class.
Part 3: ProductFinally, there is the product itself. Craftsmanship and aesthetics should be considered:
For students whose making skills are still emerging, the written reflection allows them to articulate their intent, while the craftsmanship grade encourages them to pay attention to both manipulation and mastery of materials. In a successful maker project, such as our disaster preparedness unit at Scarsdale High School, students create an artifact which demonstrates their understanding of complex concepts. By crafting a rubric that includes process, understanding, and product, teachers can successfully capture and assess students’ learning through making. In the comments below, please share your experiences in assessing maker projects.
|
||||||||||||||||||||||||||||||||||||||||||
|