Gamification

Assessment type Process oriented assessment
Assessment method/tool USING rubrics
Operationalisation (what is being assessed and why, how to conduct it) What is being assessed: Any types of soft skills.
In Gamificaiton: Motivating skills, communication skills.

Probably, rubrics are most suitable in “How to tell them” part in the Gamification curriculum.
The learning outcomes this tool is recommended for:
  • Identify the potentialities and limitations of gamification to exploit its benefits in accordance with different learning contexts.
  • Apply game design principles to foster skills’ development running the whole game design cycle (from idea to redesign).
  • Integrate briefing and debriefing strategies to assess learners’ performance based on the dynamics experienced in the game.
  • Generate support and manage competition situations during learning to promote problem-solving dynamics between learners.

  • How can a teacher assess students' authentic task?
    Use a rubric.
    Rubric is a scoring scale used to assess student performance. It is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria.
    Typically, rubrics are used in scoring or grading written assignments or oral presentations; however, they may be used to score any form of student performance. (See the figure 1 below )

    ANALYTIC RUBRICS VERSUS HOLISTIC RUBRICS
    HOLISTIC RUBRICS
  • Provides comprehensive descriptions of each level of performance.
  • Useful for quick and general assessment and feedback.
  • Descriptions may be organized in columns or rows.
  • Figure 2 shows the example of a holistic rubrics

    ADVANTAGES OF HOLISTIC RUBRICS
  • Scoring is faster than with analytic rubrics.
  • Requires less time to achieve inter-rater reliability.
  • Good for summative assessment.

  • DISADVANTAGES OF HOLISTIC RUBRICS
  • Single overall score does not communicate information about what to do to improve.
  • Not good for formative assessment.

  • ANALYTIC RUBRICS
    Breaks out criteria for distinguishing between levels of performance on each criterion.
    Useful for detailed assessment and feedback.
    Descriptions are organized in a matrix.
    See Figure 3 for an example of analytic rubrics

    Example
    Task: Recite a Poem by Edgar Allan Poe, “The Raven”
    Objectives: To enable the students to recite a poem entitled “The Raven” by Edgar Allan Poe. Specifically:
    1. Recite the poem without referring to notes;
    2. Use appropriate hand and body gestures in delivering the piece;
    3. Maintain eye contact with the audience while reciting the poem;
    4. Create ambiance of the poem through appropriate rising and falling intonation;
    5. Pronounce the words clearly and with proper diction.

    Design a task for assessment
    Recommended aspects when designing a task for assessment
  • Identify an activity that would highlight the competencies to be evaluated.
  • Identify an activity that would entail the same sets of competencies.
  • Find a task that would be interesting and enjoyable for the participants

  • Another example
    Topic: Understanding biological diversity in elementary class
    Possible Task Design
  • Bring the students to the pond or creek
  • Ask them to find all living organisms near the pond or creek
  • Bring them to school playground to find as may living organisms they can find

  • Observe how the students will develop a system for finding such organisms, classifying the organisms, and concluding the differences in biological diversity of the two sites.
    Remarks

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