Presentation at the 8 th Annual Games for Change Festival New York, New York—June 22, 2011 Girlie C. Delacruz Games as Formative Assessment Environments: Making Assessment Criteria Explicit and Incentivizing Use of Feedback
Motivate student use of instructional feedback and help
What is Formative Assessment? Formative Assessment: Use and interpretation of task performance information with intent to adapt learning, such as provide feedback. (Baker, 1974; Scriven, 1967)
Same Concept, Different Context Formative Assessment: Use and interpretation of task performance information with intent to adapt learning, such as provide feedback. (Baker, 1974; Scriven, 1967) Games: Use and interpretation of game performance information with intent to adapt learning, such as provide feedback.
Like whole number integers, fractions with like denominators can be added together to produce a given quantity
Scored Events: Choosing the Coil Size Math Knowledge Required Game Knowledge Required In mathematics, one unit is understood to be one of some quantity (intervals, areas, volumes, etc.). In our number system, the unit can be represented as one whole interval on a number line. Positive integers are represented by successive whole intervals on the positive side of zero. The interval between each integer is constant once it is established. The vertical red bars denote the whole unit. Positive non-integers are represented by fractional parts of the interval between whole numbers. Grid: The spaces between the green dots are the parts of the whole unit. Coil: The coil pieces are parts of a whole unit coil. The denominator of a fraction represents the number of identical parts in one whole unit. That is, if we break the one whole unit into “x” pieces, each piece will be “1/x” of the one whole unit. Grid: The number of spaces between the green dots is the denominator. Coil: The number of coil pieces the whole unit is broken into is the denominator.
Scored Events: Adding Coils Math Knowledge Required Game Knowledge Required Only identical (common) units can be added to create a single numerical sum. If given different coils with different units, the coils must be changed so that they are the same unit before they can be added together.
Scored Events: Patch Reaches the Goal Math Knowledge Required Game Knowledge Required Positive integers can be broken (decomposed) into parts that are each one unit in quantity. The length of the jump is the number of pieces between the blocks. All rational numbers can be represented as additions of integers or fractions. To add quantities, the units (or parts of units) must be identical. Identical (common) units can be added to create a single numerical sum. Add the correct number of coils that match the length of the jump. The numerator of a fraction represents the number of identical parts that have been combined. For example, ¾ means three pieces that are each ¼ of one whole unit. Grid: The top number of the jump distance equals the total number of spaces to jump over. Coils: The top number of the sum of the coil pieces on the trampoline represents the number of coil pieces that have been added together.
Examine cognitive and motivational processes that underlie relation between incentivizing use of feedback and learning
Cognitive Engagement: Deeper processing of information Utility Value: Increases perceived value of feedback What is incentivized, rewarded or punished signals the norms that are valued or to be avoided Accesses feedback Achievement: Improves performance