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Building Engaging Games for Learning AND Assessment

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Building Engaging Games for Learning AND Assessment

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This session will describe findings and lessons learned from a research program investigating the use of games as both learning and assessment tools. Key questions around process, such as who are the right people to have on the team and how to balance conflicting views from engagement, learning, and assessment perspectives will be discussed. In addition, research-based examples will be provided of: specification of learning progressions, task design to align with learning progression stages, identification and summarization of evidence from log files, and reporting to inform instructional decision-making.

This session will describe findings and lessons learned from a research program investigating the use of games as both learning and assessment tools. Key questions around process, such as who are the right people to have on the team and how to balance conflicting views from engagement, learning, and assessment perspectives will be discussed. In addition, research-based examples will be provided of: specification of learning progressions, task design to align with learning progression stages, identification and summarization of evidence from log files, and reporting to inform instructional decision-making.

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Building Engaging Games for Learning AND Assessment

  1. 1. Kristen DiCerbo, Ph.D. Vice-President, Education Research @KristenDiCerbo July 2017 Image by Ruben Alvarado Building Engaging Games for Learning and Assessment
  2. 2. Game-Based Assessment 2
  3. 3. 3
  4. 4. The ability to capture data from everyday events should fundamentally change how we think about learning and assessment. 4
  5. 5. New Ways of Thinking 5 Item Paradigm Activity Paradigm Problem Formulation Items pose questions Activities request action Output Items have answers Activities have features Interpretation Items indicate correctness Activities provide attributes Information Items provide focused information Activities provide multi-dimensional information
  6. 6. Some Things We’ve Figured Out 6 You need assessment experts, content experts, and game designers
  7. 7. Some Things We’ve Figured Out 7 Evidence-Centered Design works… sort of
  8. 8. Some Things We’ve Figured Out 8 The process must be iterative
  9. 9. Some Things We’ve Figured Out 9 Think About Systems
  10. 10. 5 Key Elements 10
  11. 11. Domain and Student Models 11
  12. 12. Task Model 12
  13. 13. Evidence Model – Evidence Identification and Scoring 13
  14. 14. Evidence Model – Evidence Identification and Scoring 14 Student Time Attempts Mean Space Median Space Min Space
  15. 15. Evidence Model – Evidence Accumulation 15
  16. 16. Communication 16
  17. 17. Some Things We Haven’t Figured Out 17 ■ Despite promises of “hundreds of data points,” we always end up with relatively few in our measurement models. Why is that? ■ How do we define evidence for validity and reliability? ■ How do we scale development? ▪ Costs ▪ Time ▪ Staff

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