mapping the design spaceof assessment in gamefulclassroomssebastian deterdingGames Learning Society 9.0June 12, 2013c b
1 Assessment is only onepart of a gameful design
• Modelling the learning domain (skilltrees, unlocks, etc.)• Co-structuring the learning space (forscaffolded, self-direct...
2It is mainly accumulativegrading & feedback so far
• Start at 0 points/grade F• Amount & quality of tasks > points,point amounts = levels/grades• (Each level/grade change re...
• Sense of progress and current state• Match of skill & challenge• Declining grading = loss framing• Averaging grading = c...
• Timely & frequent• Juicy & varied• Non-controlling• Informative• current action & improvement• current state & future pa...
• Goal-setting (via levels, badges, ...)• Self-directed learning > autonomy• Purely formative assessment• Full transparenc...
3 This is basic psychology/design/education,nothing game-specific
4There are multiplerationales for gamefulassessment
• Informational• Motivational (rational choice,behaviourist, need-based)• EducationalRationales for gameful assessment
5 This may reinforce notbreak the instrumentalframing of grading
sebastian@codingconduct.cc@dingstweetscodingconduct.ccThank you.
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Mapping the Design Space of Assessment in Gameful Classrooms

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This talk introduced the panel "Beyond Badges & Points: Gameful Assessment Systems for Engagement in Formal Education" at Games Learning Society 9.0.

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Transcript of "Mapping the Design Space of Assessment in Gameful Classrooms"

  1. 1. mapping the design spaceof assessment in gamefulclassroomssebastian deterdingGames Learning Society 9.0June 12, 2013c b
  2. 2. 1 Assessment is only onepart of a gameful design
  3. 3. • Modelling the learning domain (skilltrees, unlocks, etc.)• Co-structuring the learning space (forscaffolded, self-directed learning)• Transporting the narrative (via naming,visual design, structure)• Reframing situation as »gaming«Assessment as systemic part
  4. 4. 2It is mainly accumulativegrading & feedback so far
  5. 5. • Start at 0 points/grade F• Amount & quality of tasks > points,point amounts = levels/grades• (Each level/grade change requiresprogressively more points)• (Learners can choose between manytasks, redo tasks)accumulative grading
  6. 6. • Sense of progress and current state• Match of skill & challenge• Declining grading = loss framing• Averaging grading = continuedpunishment for early failure• Evaluative grading of every activity =performance, not mastery/effort framingWhy accumulative grading?
  7. 7. • Timely & frequent• Juicy & varied• Non-controlling• Informative• current action & improvement• current state & future pathsfeedback
  8. 8. • Goal-setting (via levels, badges, ...)• Self-directed learning > autonomy• Purely formative assessment• Full transparency• Competition & collaborationFurther characteristics
  9. 9. 3 This is basic psychology/design/education,nothing game-specific
  10. 10. 4There are multiplerationales for gamefulassessment
  11. 11. • Informational• Motivational (rational choice,behaviourist, need-based)• EducationalRationales for gameful assessment
  12. 12. 5 This may reinforce notbreak the instrumentalframing of grading
  13. 13. sebastian@codingconduct.cc@dingstweetscodingconduct.ccThank you.

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