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In their paper, “Making learning visible” (Urrea and Bender, 2012), the authors describe a framework that makes the outcomes of large-scale education reform initiatives visible to and understandable and actionable by all audiences: school administrators, teachers, parents, and the children themselves. In this paper, we examine in detail data from a programming competition among schools from the “Conectandonos” project, a one-to-one computing initiative implemented in Costa Rica by Quiros Tanzi Foundation and the Costa Rican Ministry of Education. We apply the framework to the Turtle Blocks projects of 45 children. We demonstrate a correlation between the application of our framework to the children’s work and their learning outcomes as assessed subjectively. We argue that by demonstrating the efficacy of a mechanism for assessing openended problem-solving activities, we remove an obstacle from making the arts a more pervasive part of elementary education.

Visualizing Learning in Open-Ended Problem Solving in the Arts