Tying Assessment to Objective Concept to be In-Game Activity Assessment of Learning taughtNegotiation Bartering and purchasing Learners will be required toskills related to supplies. (for example in a purchase a jetpack andobtaining the space game, Jetpacks oxygen tank within “the rightbest price in might be rare but extremely price range” based on thethe shortest helpful within the game scarcity of the item. Learnerstime for a given and, therefore, expensive will be assessed based onproduct. and hard to obtain, while starting bid, subsequent bids oxygen tanks might be and amount of time to abundant and easy to acquire object. obtain.)
Tying Assessment to ObjectiveConcept to be In-Game Activity Assessment of Learning taught
Questions to Ask When Designing the Assessment• What mix of knowledge, skills, or other attributes should be assessed?• What behaviors or performances would reveal those skills or attributes?• What tasks or situations should elicit those behaviors?
Assessment of In-Game Success• Completion Assessment -Did the player complete the level in the game? How long did it take? How many attempts? Was it the preferred path?
Assessment of In-Game Success• In-Process Assessment – How did the player choose his or her actions? Did he or she change their mind? If so, at what point? What was the motivation behind the choice? Was it congruent with other decisions or did it appear to be a guess? – Time required to complete the lesson; – Number of mistakes made; sequence and frequency – Number of self-corrections made
Assessment of In-Game Success• Point Assessment -Did the player score enough points to be considered successful? Did they score them in the right area? – Number of badges – Types of badges
Under the topic of Troubleshoot, the “Sequence of targets” element wasidentified as an observable element that provides evidence of students’ fault-locating behaviors.In an assessment of networking skills, an algorithm was written to score thestudent’s work product to identify, evaluate, and summarize the quality of thework product in that aspect.The log files of students’ command sequences were parsed to determinesearch pattern.Data were examined to see if the student (a) immediately visits the device onwhich there is a fault, (b) systematically searches devices, rarely (or never)returning to a previously-visited network device, or (c) unsystematically “ping-pongs” among the devices, visiting many again and again.The different patterns are associated with different levels of competency. Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. J. Cody, & P. Vorderer (Eds.), Serious Games: Mechanisms and Effects. Philadelphia, PA: Routledge/LEA. 295-321.