Assessing learning through games

NB. IT’S NOT ABOUT ASSESSING THE GAME

What is being assessed?

- skills / competences

- knowledge

- attitudes – reflection, self - concept

Games can provide the contextual hub for which ‘traditional’ learning can grow and then be assessed by the teacher/ and/or  pupils

Forms of assessment

Peer – review / assessment

Self – assessment

Reflection – explicit / communicate

Assessment built into the device and the game feedback

Screen captures

Portfolios of evidence

Feeding back

Formative?  Process?

Summative? Product?

Evidence ?

Time?

Note that mobile devices capture process (gives fuller picture for assessment)

Issues

• Attitudes, managing, validity, reliability, acceptances, TIME
• Ideal for games to posses the capability of tracking progress and performance.
• Many games track progress and offer structures to aid improved performance.
• Feedback should be challenging and motivating.
• The immediacy of gaming scores / tracking is an affirming, positive and dynamic form of feedback