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

2. 2 The Use of Gaming Theory In the Design and Implementation of Assessments

3. 3 “You can discover more about a person in an hour of play than in a year of conversation.” ― PlatoPlato

4. 4 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 Standards Federation of American Scientists

5. 5 Embedded or Stealth Assessment 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 OngoingFeedback and Reflection Scaffolding Fun Personalization Team Building Increased Time on Task Higher Order Thinking Skills Contextual Bridging Safe to Fail

6. 6 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

7. 7 Playing Video Games – Drill and Practice – Solving quests while playing in a simulation Higher order thinking skills 21 st 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

8. 8 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

9. 9 Math Lines http://www.coolmath-games.com/0-math-lines/index.html

10. 10 Math Lines http://www.coolmath-games.com/0-math-lines/index.html

11. 11 http://www.arcademicskillbuilders.com/

12. 12 http://www.arcademicskillbuilders.com/

13. 13 Racing Cars – Multiplayer – Division Facts

14. 14 http://www.bigbrainz.com/ 1.Millions of users in 200 countries 2.95% mastery of math facts in 30 min/week, 8 weeks 3.Free

15. 15 Places the student within a simulated environment Can be ongoing Can involve cooperation Often requires creativity and depth of knowledge Solving Quests in Simulations

16. 16 http://www.filamentgames.com/

17. 17

18. 18 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

19. 19 http://www.filamentgames.com/

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25 Performance tasks Demonstrates creativity Involves higher order thinking skills Multiple ways to solve a problem Multiple platforms Creating Video Games

26. 26 http://www.kodugamelab.com/

27. 27 http://scratch.mit.edu/

28. 28

29. 29

30. 30

31. 31

32. 32

33. 33

34. 34

35. 35

36. 36 A block of Scratch code that demonstrates that I understand how to determine if a number is divisible by 3

37. 37

38. 38 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

39. 39 Hardware – Kinect – Wii – Leap Motion Accommodations Early Childhood Assessment Gaming Technology in Assessment Development

40. 40

41. 41 Engagement Sustainability Measurement Models Test Purpose Appropriateness Transference Environment Inclusiveness Future Research

42. 42 Questions mike.nesterak@nwea.org rocky.harris@nwea.org