Exploring the effect of performance assessment in robotics education: A tool for guidance or reflection?

This study examined the effects of two performance assessment approaches on students’ learning achievement, attitude, computational thinking, and 4C key competencies in an introductory robotics course. An experimental study was conducted with 72 students in a middle school for 8 weeks. A performance assessment given at the end of the course was used as a reflection tool in one group (RPA), while given during the learning process as a guidance tool in another group (GPA). Results indicated that GPA showed a significantly better effect than RPA on students’ learning attitude and computational thinking, although the improvement in learning performance and 4C key competencies was not evident. Within the 4C sub-dimensions, GPA outperformed RPA in promoting students’ creativity and collaboration. However, the RPA group performed significantly better in improving critical thinking. The results confirmed that both GPA and RPA played an important role in robotics education. GPA provides a structured learning experience with clear goals and expectations, allowing students to effectively adjust their learning strategies through immediate feedback and a greater sense of control over their learning process with a positive attitude. In contrast, RPA encourages students to critically reflect on their learning journey from a holistic perspective, which increases student autonomy and deep learning during the process, while requiring a level of self-awareness and introspection that may be challenging for some students. The advantages and disadvantages of both approaches were discussed. The findings highlight the importance of adopting an appropriate approach to performance assessment and avoiding over-guidance in robotics courses.