Three Things Game Designers Need to Know About Assessment

Mislevy, Robert J.; Behrens, John T.; DiCerbo, Kristen E.; Frezzo, Dennis C.; West, Patti

doi:10.1007/978-1-4614-3546-4_5

Cited by 23 publications

(18 citation statements)

References 23 publications

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“…gamifi ed trajectories evolving during some period of time). This has allowed the discussion of learning analytics and assessment to move from static numbers to the structure of reasoning (Mislevy et al, 2012 ), which in turn has created a need for new theoretical understandings of performance or knowledge-in-action.…”

Section: Discussionmentioning

confidence: 98%

Theoretical Considerations for Game-Based e-Learning Analytics

Gibson¹,

Jakl²

2014

Gamification in Education and Business

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Section: Discussionmentioning

confidence: 98%

Theoretical Considerations for Game-Based e-Learning Analytics

Gibson¹,

Jakl²

2014

Gamification in Education and Business

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“…The type of interaction and role of context have long been debated in the field of language assessment (Bachman 1990;Bachman and Palmer 1996;Chalhoub-Deville 2003;Chalhoub-Deville and Deville 2006;Chalhoub-Deville 2009, Deville andPurpura 2008). These same issues are beginning to spark discussion within the general area of GBAs (DiCerbo 2014;DiCerbo et al 2016;Mislevy et al 2012;Mislevy et al 2015), which we position within a broader category of dynamic assessment. Traditionally, context and interaction have been portrayed with a cognitive orientation.…”

Section: Introductionmentioning

confidence: 91%

“…This is perhaps not surprising given the recent engagement in this domain, including in L2 learning-and testing typically follows versus leads in exploring and adopting innovations. Additionally, the measurement literature also identifies only a handful of publications (e.g., Mislevy et al 2012;DiCerbo 2014;Mislevy et al 2015;DiCerbo et al 2016). Nonetheless, explorations of the scant GBA literature available in the wider measurement literature can be informative.…”

Section: Game-based Assessment: a Reciprocal Constructmentioning

confidence: 99%

A case for the use of the ability-in language user-in context orientation in game-based assessment

2017

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Dynamic assessments in general, and game-based assessment (GBA) specifically, compel us to rethink prevailing language testing conceptualizations of context. Context has traditionally been portrayed with a cognitive orientation, which focuses on static abilities, ignores complex interactions, devalues the role of tasks in determining scores, and makes connections to learning potential difficult. Ability-in language user-in context lays the groundwork for a new framework for use in language testing and GBA by shifting the conversation of interaction and context to a level of entanglement not yet considered in the field. The paper makes connections to concepts in other disciplines (e.g., intensive and extensive context, reciprocal interaction, and co-construction) and problematizes relevant design, measurement, and validity considerations. We identify claims in the areas of generalizability, score comparability, and dimensionality and suggest areas for future research. We end the article by inviting language testers in general, and those in the Asian language testing community in particular, to engage in GBAs.

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“…Mislevy, Behrens, DiCerbo, Frezzo, and West (2012) discuss issues involved with incorporating assessments into games and simulations. Their first and most important point is that assessment is not just about scores but also about the logical argument that is built up around those scores.…”

Section: Some Notes On Applying These Ideasmentioning

confidence: 99%

How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

Almond¹,

Kim²,

Velasquez³

et al. 2014

Measurement: Interdisciplinary Research and Perspectives

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One of the key ideas of evidence-centered assessment design (ECD) is that task features can be deliberately manipulated to change the psychometric properties of items. ECD identifies a number of roles that task-feature variables can play, including determining the focus of evidence, guiding form creation, determining item difficulty and discrimination, characterizing proficiency, and producing task variants. Assessment developers can use these task features to manipulate the psychometric properties of both conventional assessment formats and complex tasks embedded in simulations and games.Simulations and games tasks present additional challenges: even defining what corresponds to an item can be difficult. Often task features are determined by game or simulation logic rather than psychometric design. Despite these difficulties, the roles for task features identified in ECD are useful for analyzing the psychometric properties of embedded assessments in simulations and games. This article compares a conventional test of mathematics-problem-solving ability using word problems to an assessment of conceptual physics, creativity, and conscientiousness embedded in the game Newton’s Playground, describing how the task roles play out in each setting and how they can be used to manipulate the evidence provided by an assessment.

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Three Things Game Designers Need to Know About Assessment

Cited by 23 publications

References 23 publications

Theoretical Considerations for Game-Based e-Learning Analytics

Theoretical Considerations for Game-Based e-Learning Analytics

A case for the use of the ability-in language user-in context orientation in game-based assessment

How Task Features Impact Evidence From Assessments Embedded in Simulations and Games

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