Evaluation of Gamespace

Walter Patterson

Iain Lowson

Objectives of study

Approach to study

Assessment at Int1/Int2 level

Identify, describe

•Select

•Match

•Locate (in the game space)

Explain

•Select

•Match

•Text entry (not available in study)

Perform

•Select

•Match

Produce (report)

•Select

•Match

•Text entry (not available in study)

Assessment practice

‘Chunking’ of NAB items

Assessment/remediation/assessment cycle

Making assessment more holistic

Use of NAB templates

Tutor views

Uniformly positive

Noted higher levels of motivation & engagement

‘Way of the future’

Scripts not pre-marked (but no poor handwriting!)

Unable to present part of a game for assessment

Student views

• No writing

• Takes away stress of being assessed

• The game context helps me to understand the questions

• No writing

• No difficulty in playing the game

• No problems with reading screen

Student views

• Can’t go back to correct an answer

• Can’t go back if you didn’t read an instruction

Endnote

Difficult to ensure independent work in usual classroom layout (adjacent PC screens)

Great resource for formative assessment

Need to reduce development costs (eg pre-made environments and characters)

Well-suited to lower SCQF levels