1Posted by Jonathan, http://theplayvault.com/

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The Use of Gaming Theory In the Design

and Implementation of Assessments

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“You can discover more about a person in an hour of play than in a year of conversation.” ― Plato

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Characteristics*

Standards Based

Variety of Purposes

Variety of Measures

Validity

Reliability

Consistency

Attention to Outcomes

Clear Criteria

Clear Learning Objectives

Continuous Progress Monitoring

High Level of Engagement

Adaptivity

Ongoing

Feedback and Reflection

Scaffolding

Fun

Personalization

Team Building

Increased Time on Task

Higher Order Thinking Skills

Contextual Bridging

Safe to Fail

Academic Assessments Educational Games*Sources:Victorian Essential Learning StandardsFederation of American Scientists

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Embedded or Stealth Assessment Characteristics

Standards Based

Variety of PurposesVariety of Measures

Validity

Reliability

Consistency

Attention to Outcomes

Clear Criteria

Clear Learning Objectives

Continuous Progress Monitoring

High Level of Engagement

Adaptivity

OngoingFeedback and ReflectionScaffolding

Fun

Personalization

Team Building

Increased Time on TaskHigher Order Thinking Skills

Contextual Bridging

Safe to Fail

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• Video games are out there. 65% of U.S. households play video games. The average gamer is 32 and 2 out of 5 gamers are females. (www.onlineeducation.net, 2006)

• Teachers already use games to foster learning. 32% use games 2 – 4 times per week. 18% use them every day. (Joan Ganz Cooney Center at Sesame Workshop, 2012)

• 60% of surveyed teachers report that using digital games helps personalize instruction, better assess knowledge, and collect helpful data. (Joan Ganz Cooney Center at Sesame Workshop, 2012)

Statistics

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• Playing Video Games– Drill and Practice– Solving quests while playing in a simulation

• Higher order thinking skills• 21st Century Skills

• Creating video games to demonstrate higher order thinking skills and creativity

• Using gaming technology in the development of assessments

Potential Use of Video Games in Assessment

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• Formerly referred to as “Drill and Kill”• Seem to be more engaging for students• May help in the development and assessment

of basic skills

Drill and Practice Games

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Math Lines

http://www.coolmath-games.com/0-math-lines/index.html

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Math Lines

http://www.coolmath-games.com/0-math-lines/index.html

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http

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13Racing Cars – Multiplayer – Division Facts

14http://www.bigbrainz.com/

1. Millions of users in 200 countries2. 95% mastery of math facts in 30 min/week, 8 weeks3. Free

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• Places the student within a simulated environment

• Can be ongoing• Can involve cooperation• Often requires creativity and depth of

knowledge

Solving Quests in Simulations

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http://www.filamentgames.com/

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The Secchi disk is a circular disk used to measure water transparency in lakes, and provides a measure of turbidity (cloudiness or haziness of a fluid caused by suspended solids not visible to naked eye).

Secchi Disk

19http://www.filamentgames.com/

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• Performance tasks• Demonstrates creativity• Involves higher order thinking skills• Multiple ways to solve a problem• Multiple platforms

Creating Video Games

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http://ww

w.kodu

gamelab.com

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27http://scratch.mit.edu/

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A block of Scratch code that demonstrates that I understand how to determine if a number is divisible by 3

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Scratch-like drag and drop programming language designed especially for the creation of aps to be used on mobile phones.

Used to develop mobile program to track and report availability and prices of commodities in Haiti after earth quake

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• Hardware– Kinect– Wii– Leap Motion

• Accommodations• Early Childhood Assessment

Gaming Technology in Assessment Development

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• Engagement• Sustainability• Measurement Models• Test Purpose• Appropriateness• Transference• Environment• Inclusiveness

Future Research

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Questions

mike.nesterak@nwea.orgrocky.harris@nwea.org