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Mapping the Design Space of Assessment in Gameful Classrooms
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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.

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

    • 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-directed learning)• Transporting the narrative (via naming,visual design, structure)• Reframing situation as »gaming«Assessment as systemic part
    • 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 requiresprogressively more points)• (Learners can choose between manytasks, redo tasks)accumulative grading
    • • 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?
    • • Timely & frequent• Juicy & varied• Non-controlling• Informative• current action & improvement• current state & future pathsfeedback
    • • Goal-setting (via levels, badges, ...)• Self-directed learning > autonomy• Purely formative assessment• Full transparency• Competition & collaborationFurther characteristics
    • 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.