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Games as Formative Assessment Environments
1. 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
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3. 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)
4. 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.
9. 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.
10. 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.
11. 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.
At CRESST, we’ve been using the approach of creating an assessment architecture in our assessment design, and we employ the same process for the design of games. Now what is this assessment architecture? It is basically the blueprint for building an environment that is designed to help students learn. It is made up of three parts: Eva Baker’s model-based assessment approach calla for domain-independent descriptions of the relevant aspects to learning such as content understanding, problem solving, metacognition, communication, and teamwork and collaboration.
The scored events are chosen because they capture the targeted math knowledge and game knowledge… Choosing the coil size requires that students understand the idea of a unit, how it is denoted, and how to determine the size of the interval/fraction
The act of adding coils represent understanding of how quantities can be added together.
Reaching the goal represents successful culmination of all of the targeted knowledge.
Research tells us that the criteria of performance can be communicated by the external representations of learning objectives, in traditional learning environments: Rubrics/Standards Game environments: Explanations of scoring rules
The first hypothesis I wanted to test is whether or not externally representing both the learning objectives and the assessment criteria by giving students explanation of the scoring rules in the tutorials, in the help menu, and as part of the feedback.
The second aspect of my study addressed the idea that both social and game norms that aret to be valued is communicated by
In terms of the within-game outcomes The combination of the explanation and incentive was superior, with those students -adding fewer coils with different denominators Having fewer number of resets
In terms of the within-game outcomes The combination of the explanation and incentive was superior, with those students -adding fewer coils with different denominators Having fewer number of resets
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