Guest editorial

摘要

Over the past 10 years, interest in and the use of making and tinkering in education has continued to increase. In an effort to support and promote this educational innovation, this special issue aims to further understanding of learning and engagement in educational makerspaces by bringing together research articles that explore conceptualizing and designing assessment from a variety of approaches and theoretical frameworks. The eight innovative articles included in this special issue address conceptual, critical and empirical topics relevant to design, assessment and evaluation in educational makerspaces. These articles draw from a range of methods including design-based research, qualitative interpretive analysis, case study and interviews, as well as quantitative experimental research, surveys and electrodermal activity analysis. The articles are also grounded in maker-based learning experiences across settings such as K-12 schools, public libraries, afterschool programs and maker events. Together, this research addresses timely questions and presents compelling research findings that move forward our understanding of and conversation about learning through making. In doing so, they may also advance, encourage and even spark us to consider future questions and the methods, modes and motivations of assessment within and across diverse learning disciplines and contexts.