I often help elementary teachers use robots to support their core content instruction. As a former elementary teacher, I see the value in using novel technology to support teaching and learning. I want learning to be fun as well as rewarding and relevant. Computer Science is a growing field, using robots to support instruction is a relatively easy way to introduce simple programming while also reinforcing concepts taught and learned in class.
There are two assessment types that come to mind when I think of teaching adults how to use robots to support instruction. The process begins with helping the adults become comfortable with the devices. Skill Assessment, the assessment of the skills noted in the learning objectives proposed, and the Analysis of Naturally Occurring Results, the assessment of the learner’s progression of skills throughout the process. Skill Assessments examines the learners process and final product as they relate to thetasks associated with the learning objective. Analysis of Naturally Occurring Results examines naturally progressing skills as one produces a product or completes a task for learning. Both assessment types lend themselves to hands-on introductions to the use of robotics. That’s the starting point. The sparks of lesson and activity ideas can be noted through naturally occurring events as well as planned task instruction and practice.
The Skill Assessment can be used at the culmination of the learning time. What skills have the adult learners achieved? What skills can I reinforce on my next visit? The Analysis of Naturally Occurring Results happens along the way as event occur naturally in the learning environment.
Ex. Task Analysis
These can be used when assessing the skills of the learner in a summative format as well as in naturally occurring events within the instruction and learning time.
Morrison, G. R., Ross, S. M., Kalman, H. K., and Kemp, J. E. (2013). Designing Effective Instruction (7th Ed.). Hoboken, NJ: Wiley Publications.