MetaRubric: Playful Assessment Design for Teachers
MetaRubric is funded by The Woodrow Wilson Foundation.
This project was inspired out of recognition of the inadequate training preservice teachers in teacher education programs receive when it comes to classroom assessment. During teacher prep training, teacher candidates rarely have an opportunity to design full assessment tools, implement them, and iterate to improve upon them. Meanwhile, there is an increasing need for teachers who are able to conduct performance-based assessment using more open-ended tasks like projects and maker activities that show students’ mastery of competency. MetaRubric aims to understand the innovative assessment practices of in-service teachers and create a playful learning experience where teachers can gain conceptual tools, both concepts of and the process of authentic assessment design. Teachers can also use MetaRubric with students to co-design assessment tools.
A Game-Based Structural Debriefing Protocol for Promoting Systems Thinking
Funded by the Spencer Foundation
While games can be an effective tool for teaching systems thinking concepts, teachers often fail to seamlessly integrate gameplay into their curriculum, especially in the context of science classes. This project aims to validate a debriefing protocol that is the standard method within the systems dynamic society, and transform the protocol into a design resource for teachers to integrate game-baed learning into their curricula.
Game-Based Assessment: A call for continuous, ubiquitous and rigorous assessment
Funded by the The Emerson Collective
This project aims to continue the work of game-based assessment, beyond the proof of concept, and create a game-based assessment that can be embedded in year around curriculum to accomplish the vision of ongoing, continuous, and ubiquitous assessment (DiCerbo, Shute, & Kim, 2017).
Beyond Rubrics: Moving Towards Embedded Assessment in Maker Education
Funded by National Science Foundation
While maker education has grown in popularity in K-12 education over the past decade, one of the greatest challenges of implementing making in schools is the question of how to assess collaborative, interdisciplinary, and iterative making practices and outcomes. In collaboration with Maker Ed, we aim to increase knowledge in the field of assessment science in order to envision what seamlessly integrated assessment in maker-centered learning can look like in schools, as well as facilitate educators’ assessment capacities beyond the simple use of rubrics.