Evaluating new educational programs and tools, especially those targeted at difficult-to-assess learning goals can be quite challenging due to the small number of participants typically engaged with pilot programs.  The focus of the evaluation, then, should be on collecting rich data from each participant about their experience in the workshop and their progress towards meeting the workshop’s learning goals.  We present a novel evaluation technique, the debugging task, that seeks to assess at post-workshop a participant’s independent ability to use the tools, skills, and materials of the workshop.  The technique is presented in the context of Robot Diaries, a program to develop a robotics design activity centered on crafts materials and expressiveness, and targeted to middle school girls.  The paper discusses the rationale for the debugging task, its implementation, and the results and analyses of girls completing the task.
['Emily Hamner', 'Tom Lauwers', 'Debra Bernstein']
The Debugging Task: Evaluating a Robotics Design Workshop.