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Gassessment: Using Games to Assess Students’ Language Achievement
José Ricardo-Osorio, Ed.D. Shippensburg University of Pennsylvania Eduardo Valerio, Ph.D. Lock Haven University of Pennsylvania
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Overview 1. Theoretical Concept: Game-Based Learning 2. Demonstration
3. Discussion on the Pedagogical Implications of the Gassessment Demonstration 4. Now You Do It.
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Fosters active, goal oriented and contextualized experiences
Game-Based Learning Promotes the development of new skills: problem-solving, critical thinking Fosters active, goal oriented and contextualized experiences Provides opportunity for real time and unobtrusive assessment (
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Overview 1. Theoretical Concept: Game-Based Learning 2. Demonstration
3. Discussion on the Pedagogical Implications of the Gassessment Demonstration 4. Now You Do It. 5
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Overview 1. Theoretical Concept: Game-Based Learning 2. Demonstration
3. Discussion on the Pedagogical Implications of the Gassessment Demonstration 4. Now You Do It. 7
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Assessment Considerations
Develop a range of familiar games Have game guidelines displayed Always play games with a purpose so they are viewed as a language tool by learners Develop a set of effective rubrics Make documentation during the game simple Practice until it is a natural and effective activity 8
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Key Questions Are all games appropriate for gassessment activities?
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Key Questions Are all games appropriate for gassessment activities? 4 criteria Engage the students in meaningful interactions.
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Key Questions Are all games appropriate for gassessment activities? 4 criteria Require the use of oral and/or written presentations or exchanges of information.
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Key Questions Are all games appropriate for gassessment activities? 4 criteria Foster students’ use of teamwork or cooperative skills in the target language.
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Key Questions Are all games appropriate for gassessment activities? 4 criteria Be easy to explain/demonstrate and be familiar enough to students so that game mechanics do not interfere with student performance during the assessment.
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Key Questions Can gassessment be implemented at the lower language levels?
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Key Questions How is performance on gassessment evaluated?
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Key Questions Can gassessment be used as the only source of student progress?
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Key Questions Can gassessment be used to evaluate an entire class at once?
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Key Questions Should students be awarded something other than points during gassessment?
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Key Questions What other criteria should I consider when using a game as an assessment?
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Key Questions What other criteria should I consider when using a game as an assessment? Try out the game
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Key Questions What other criteria should I consider when using a game as an assessment? Individual student differences
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Key Questions What other criteria should I consider when using a game as an assessment? Be sensitive to other needs
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Key Concepts Use your creativity Take sufficient time to use and evaluate games Decide what you will do based on principles and class dynamics Make games a valuable part of language learning and assessment
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Overview 1. Theoretical Concept: Game-Based Learning 2. Demonstration
3. Discussion on the Pedagogical Implications of the Gassessment Demonstration 4. Now You Do It. 24
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Now You Do It! 1. In your groups, select a game that you can adapt as a gassessment activity. Discuss how you would implement the game to gauge the students’ language progress. 2. Report back to the entire audience.
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