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As more and more unstructured project-based activities fill the learning time of students, there is a growing need for assessment models for educational robotics, tinkering, making and coding activities. On one hand, there is a poor understanding or an underestimation of the need for evaluation, and its ability to improve systems and learning outcomes, while on the other, it is difficult to identify or devise suitable assessment frameworks. Examples from the international context are discussed more for their potential to raise awareness than as definitive answers.

Growing Deeper Learners. How to Assess Robotics, Coding, Making and Tinkering Activities for Significant Learning