Pre-reading questions:
1.
Apart from criterion-referenced, norm-referenced
and ipsative assessment which are associated to objectivism, subjectivism,
emotivism and relativism, what other assessment methods or approaches can be
applied in GBL?
Favorable learning environment:
-
Learner-centered
-
Knowledge-centered
-
Assessment-centered
Key question to be addressed by authors in this book:
-
how do we know if students have learned in
games? (cognitive, affective and psychomotor changes)
-
What do we assess? (pre-playing preparation,
in-game performance, off-game reflection, four levels of evaluation)
-
How do we assess students’ learning outcomes in
a GBL environment? (3 methods)
Three parts of the book:
Part 1: Foundations of GBA
-
Chapter 2: Three frameworks for assessing
learning from, with, and in games
-
Chapter 3: Formative assessment – role, theory,
construct generation & refinement, test item development
-
Chapter 4: how to embed assessments within games
to provide a way to monitor player’s current level on valued competencies, in
order to provide learning support
-
Chapter 5: Three things game designers need to
know about assessment
Part 2: Technological and methodological innovations for
assessing GBL
-
Chapter 6: Patterns of game playing behavior as
indicators of mastery
-
Chapter 7: How to build an automated assessment
prototype within an open-ended 3D environment
-
Chapter 8: Information-trails approach
-
Chapter 9: Timed report tool
-
Chapter 10: computer-adaptive testing and hidden
Markov modeling – assessing learning dialog
-
Chapter 11: TPACK-PCARD framework and
methodology
-
Chapter 12: MAPLET
-
Chapter 13: assessment technologies in
educational games for young students
Part 3: Realizing assessment in GBL
-
Chapter 14: interactivity design and assessment
framework for educational games to promote motivation and complex
problem-solving skills
-
Chapter 15: Measurement principles
-
Chapter 16: how to use institutional data to
evaluate game-based instructional designs
-
Chapter 17: incongruous use of 2D media-avatar
drawings and 3D media-math-based digital gameplay
-
Chapter 18: Trends in assessing learner
motivation
-
Chapter 19: Trends in assessing emotion
-
Chapter 20: Design model for obtaining diverse
learning outcomes
-
Chapter 21: Preparing computer games for future
learning
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Chapter 2: Three frameworks for assessing learning from,
with, and in games
(Copyright of the original publisher)
The decisions involved in integrating educational games in
education as they lead and inform assessment
Reaction: There is no actual “frameworks” presented in the
paper. Perhaps, the best we can learn from this chapter is how three different
games (Brainage, Spore & World of Warcraft) of three different genres
(puzzle, simulation game & MMORPG) can be used to assess learning.
Nonetheless, the figure included in the chapter can help educators (not game
designers though) to think about issues and aspects related to assessment in
GBL.
Chapter 3: Formative assessment – role, theory, construct
generation & refinement, test item development
Role of formative assessment: to provide
-
information directly to students to inform them
of the adequacy of their learning and performance
-
direction for improvement (Wiliam & Black,
1996)
Two types of evidence that can be collected during formative
assessment (Wiliam & Black, 1996):
-
Purposive = evidence collected through
deliberate provision of assessments to students
-
Incidental = evidence that is spontaneously and
continuously generated
Two ways of formative assessment administration:
-
Through a teacher [employs debriefing sessions
(Delacrus, 2010)]
o
Students respond to questions orally or in
writing; teacher gives feedback accordingly
o
Teacher uses rubrics to guide assessment in
debriefing sessions
o
Teacher provides rubrics directly to students,
allowing students to self-assess or assess the performance of peers.
o
If scoring rules for the games are tied to
learning goals, then tying the rubric to scoring rules can make assessment
transparent (Delacruz, 2010)
-
Embedded within a game
Theory underlying formative assessment:
How to generate construct
How to refine construct after generation
How to develop test items
