The other day, I was doing a webinar for littleBits and I was asked a question I often receive when talking about Makerspaces.
"How do you assess the making that happens in a Makerspace?" This question and slight variations often come up because we are a system that can only understand something if it is assessed. For somethings, I understand the need to assess skills to see improvement. Assessing writing skills and reading skills can help a teacher better support a student in their class. If someone wanted, they could create assessments for soldering, wiring, coding, etc. Every aspect of a Makerspaace could be dissected and assessments can be created. However, that is the antithesis of making.
A Makerspace is another tool that students and teachers can use to accomplish different tasks. Project Based Learning and Makerspaces go so well together because the assessment in PBL is whether or not students demonstrated understanding of the topics assigned. They can do that through so many different parts of a Makerspace. The assessment given by teachers should not be about how well they used an LED or Raspberry Pi, it should focus on how well the students were able to demonstrate understanding.
Badging systems are in place in many spaces and we are looking to expand our badging system this year, but badges are in recognition of student skills, not an assessment. I know this might be semantics, but it is about the mentality of the makers that makes the semantics work. The benchmarks to earn a badge are there for students as they learn different skills. It is not something imposed on them with strict timelines. Students demonstrate their skills when they feel they have mastered them and they receive a badge to recognize that learned skill. No fear of failure or lowering of the GPA. They are learning because they want to learn.
If your focus is on how to assess making in a makerspace, you have lost what it is that makes a makerspace so special. It is supposed to be a place where anyone can come and explore design and creation without the fear of judgement. The minute you start putting assessment around making, you strip it of the purity of learning for learning's sake. With so many things assessed and measured, let's keep the makerspace free of archaic measurements and let people make in peace.
If you want to learn more about creating a specific culture around your makerspace, consider picking up The Maker Mentality to help make that transition happen. If you need to focus on building the space, then Your Starter Guide to Makerspaces is what you need.
"How do you assess the making that happens in a Makerspace?" This question and slight variations often come up because we are a system that can only understand something if it is assessed. For somethings, I understand the need to assess skills to see improvement. Assessing writing skills and reading skills can help a teacher better support a student in their class. If someone wanted, they could create assessments for soldering, wiring, coding, etc. Every aspect of a Makerspaace could be dissected and assessments can be created. However, that is the antithesis of making.
A Makerspace is another tool that students and teachers can use to accomplish different tasks. Project Based Learning and Makerspaces go so well together because the assessment in PBL is whether or not students demonstrated understanding of the topics assigned. They can do that through so many different parts of a Makerspace. The assessment given by teachers should not be about how well they used an LED or Raspberry Pi, it should focus on how well the students were able to demonstrate understanding.
Badging systems are in place in many spaces and we are looking to expand our badging system this year, but badges are in recognition of student skills, not an assessment. I know this might be semantics, but it is about the mentality of the makers that makes the semantics work. The benchmarks to earn a badge are there for students as they learn different skills. It is not something imposed on them with strict timelines. Students demonstrate their skills when they feel they have mastered them and they receive a badge to recognize that learned skill. No fear of failure or lowering of the GPA. They are learning because they want to learn.
If your focus is on how to assess making in a makerspace, you have lost what it is that makes a makerspace so special. It is supposed to be a place where anyone can come and explore design and creation without the fear of judgement. The minute you start putting assessment around making, you strip it of the purity of learning for learning's sake. With so many things assessed and measured, let's keep the makerspace free of archaic measurements and let people make in peace.
If you want to learn more about creating a specific culture around your makerspace, consider picking up The Maker Mentality to help make that transition happen. If you need to focus on building the space, then Your Starter Guide to Makerspaces is what you need.
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