Date of Award
6-18-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
College of Education
First Advisor
Donna Kiel
Abstract
This study explores the role of self-assessment in makerspaces, examining how students engage in metacognitive reflection and self-regulation within these creative environments. Although self-assessment is the most popular assessment strategy in educational makerspaces, little research has been done on how to best support teachers and students in their attempts at self-assessment. Self-regulated learning was chosen as a theoretical framework since it is well-researched in educational psychology, leads to positive learning outcomes, and is one example of self-assessment. This study employed a qualitative approach, using concept content analysis to evaluate the presence of self-regulated learning phases in blogs written as part of educational makerspaces at the university level. A decision scheme with mutually exclusive categories enabled the researcher to establish consistent codes (Krippendorf, 2004). Results indicate that makers do engage in self-regulated learning behaviors as they make projects of personal interest. These findings suggest that the integration of self-regulated learning into educational makerspaces is appropriate and can support learners across content areas and outside of the STEM focus usually ascribed to educational makerspaces.
Recommended Citation
Margalus, Sarah, "Self-Assessment in Educational Makerspaces: Exploring Self-Regulated Learning as a Formative Assessment Tool" (2025). Theses and Dissertations from DePaul University. 13.
https://via.library.depaul.edu/theses-dissertations/13