Assessment for Game-Based Learning

Ifenthaler, Dirk; Eseryel, Deniz; Ge, Xun

doi:10.1007/978-1-4614-3546-4_1

Cited by 94 publications

(79 citation statements)

References 13 publications

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“…When designing serious games, one has the opportunity to build the game scoring system in such way that scoring translates more directly to assessment criteria and learning performance metrics. Furthermore, there is the opportunity of providing embedded assessment, also known as stealth assessment (Ifenthaler, Eseryel & Ge, ), to capture additional performance metrics based on the time it took to complete a game task, how many times learners repeated each task before successful completion, etc.…”

Section: Guideline Recommendationsmentioning

confidence: 99%

Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers

Tsekleves

Cosmas²,

Aggoun³

2014

Brit J Educational Tech

106

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Serious games and game-based learning have received increased attention in recent\ud years as an adjunct to teaching and learning material. This has been well echoed in the\ud literature with numerous articles on the use of games and game theory in education.\ud Despite this, no policy for the incorporation of serious games in education exists to date.\ud This review paper draws from the literature to provide guideline recommendations that\ud would help educators and policymakers in making the first step towards this

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Section: Guideline Recommendationsmentioning

confidence: 99%

Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers

Tsekleves

Cosmas²,

Aggoun³

2014

Brit J Educational Tech

106

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show abstract

“…As a learner uses such a space to learn and perform (e.g., interacting with the resources to solve a problem, adding new information, re-arranging resources into new relationships) a new network can be created that represents the learner's response, a time-specific performance path through the digital performance space (Ifenthaler et al 2012). The learner's performance network is a constructed knowledge structure that needs to be taken into account in assessment (Gijbels et al 2005).…”

Section: Digital Performance Space Relationshipsmentioning

confidence: 99%

“…First, assessment of virtual performance presents new challenges for psychometrics (ClarkeMidura and Dede 2010;Ifenthaler et al 2012;Quellmalz et al 2012). Secondly, working with 'big data' needs to be included in educational research preparation and practice, because new tools are needed for discovery of patterns and drivers in complex systems (Gibson 2012;Patton 2011).…”

Section: Introductionmentioning

confidence: 99%

Data science in educational assessment

Gibson

Webb

2015

Educ Inf Technol

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This article is the second of two articles in this special issue that were developed following discussions of the Assessment Working Group at EDUsummIT 2013. The article extends the analysis of assessments of collaborative problem solving (CPS) to examine the significance of the data concerning this complex assessment problem and then for educational assessment more broadly. The article discusses four measurement challenges of data science or 'big data' in educational assessments that are enabled by technology: 1. Dealing with change over time via time-based data. 2. How a digital performance space's relationships interact with learner actions, communications and products. 3. How layers of interpretation are formed from translations of atomistic data into meaningful larger units suitable for making inferences about what someone knows and can do. 4. How to represent the dynamics of interactions between and among learners who are being assessed by their interactions with each other as well as with digital resources and agents in digital performance spaces. Because of the movement from paper-based tests to online learning, and in order to make progress on these challenges, the authors call for the restructuring of training of the next generation of researchers and psychometricians to specialize in data science in technology enabled assessments.

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“…Unlike traditional assessment practices digital badges offer a fl exible approach to assessment, represent varying degrees of mastery, autonomy, and maintain immediate feedback for the learner (Ifenthaler, Eseryel, & Ge, 2012 ). In their theoretical model, Wills and Xie (Chap.…”

Section: Digital Badges' Impact On Learning and Assessmentmentioning

confidence: 99%

Foundation of Digital Badges and Micro-Credentials

Bellin-Mularski¹,

Mah²

2016

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Assessment for Game-Based Learning

Cited by 94 publications

References 13 publications

Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers

Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers

Data science in educational assessment

Foundation of Digital Badges and Micro-Credentials

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