� Michelle Riconscente, PhD � EWA | Bursting the Bubbles: Reassessing Assessment � Stanford University � November 18, 2014 �
Some Context: What is GlassLab? GlassLab creates and We bring together � enables commercial leaders in commercial games quality, high-impact and experts in learning and digital learning games assessment . � for young people, with a focus on underserved, at-risk youth, in and out of the classroom . � Supported by �
Assessment for Dessert • What is assessment? � § Reasoning from the particular things students say, do or make… � § to inferences about their knowledge, skills and abilities. � • In other words: � Stuff ¡we ¡ Stuff ¡we ¡can’t ¡see, ¡ but ¡ Inference ¡ can ¡see ¡ actually ¡care ¡about ¡ • We do this all the time in everyday life! �
� Evidentiary Reasoning C ¡ and Legal Arguments unless � A ¡ Borrowing from Toulmin’s framework from law cases, therefore � W since � where lots of evidence is brought to bear on some claim, and uncertainty must D ¡ be taken into consideration. � • Claim � Toulmin (1958) � • Data � • Warrant � • Alternative Explanation �
Assessment as Argument Competency ¡ C ¡ Inferences ¡ Competency inferences – what qualities will be assessed? � Evidence – what evidence will be gathered to inform inferences about competency? � Evidence ¡ D ¡ Task – what situations would produce that evidence? � Line of reasoning that links them together � Purpose – why are we assessing Task ¡ ¡ students, what’s the goal? � Situations ¡
Assessment for Dessert (Seconds!) § Why do we implement assessment? � § Improve teaching and learning � § Verify teaching and learning � § To accomplish these goals, what information do we need à what systems do we need? � § If we were to create this system today , would it look like what we have now? � § Importance of formative assessment Curriculum doesn't provide Not enough time to use the materials/resources for formative assessment formative assessment � results to modify instruction � Not enough time to administer formative assessments � Fishman, Riconscente, Snider, Tsai, & Plass, 2014 �
� � So… Why Games? 9 out of 10 kids ages Avg 8th grader spends � Teachers using digital 2-17 play video games � 5-6 hours/week on homework � games in class � Avg 8th grade boy spends � 23 hours/week playing games � Avg 8th grade girl spends � 12 hours/week playing games � - Increase student engagement � - Support complex learning � - Opportunities for rich formative assessment �
So… Why Games?
So… Why Games? Competency ¡ • Games foster and elicit Inferences ¡ complex, higher order thinking � • Digital games produce incredibly rich evidence, with small grain size for targeted Evidence ¡ insights. � • Games offer opportunities to apply higher order skills in Task ¡ ¡ complex situations, while Situations ¡ maintaining engagement. �
Some Examples from GlassLab Games Super cool secret games coming soon! - Commercial quality � - Learning analytics � - Aligned to standards �
New Models for Assessment: Making Learning Visible!
� More New Approaches to Assessment ¡ • More Assessment Dessert! � – Targeting higher order thinking � – Very different kind of assessment � • To think about: � – What kinds of your knowledge, skills or abilities is this experience drawing on? � – What kind of thinking is it eliciting? � – How do you think your decisions might provide evidence of your knowledge? � • We’ll debrief together after you’ve had a chance to try them out… �
Debriefing ¡ • What did you think? � • Questions? �
� Michelle Riconscente, PhD � michelle@glasslabgames.org � EWA | Bursting the Bubbles: Reassessing Assessment � Stanford University � November 18, 2014 �
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