When thinking about using gaming as an assessment in the classroom, there are many factors to consider. First, Gee (2013) states that the semiotic domain or “any set of practices that recruits one or more modalities...to communicate distinctive types of meanings” needs to be examined (p. 18). This could be a variety of subjects, which then get further defined by the internal grammar (content) and the external grammar (social practices and identity) of the domain. For example, in my classroom, my semiotic domain is Literature overall but that can be broken down into reading literature and informational texts, writing, speaking and listening, and language. Throughout the year, students begin to understand that these skills are essential to success in high school and in life. I teach that it doesn’t matter if you go on to be the next classic writer, the basic skills are essential for all. They begin to see that readers and writers collaborate with one another, share ideas, and gain inspiration and evidence from one another as part of the external grammar. The motto of my classroom is to try, because as middle schoolers if the students refuse to even attempt the work, it’s hard for me as a teacher to help them. This procedural rhetoric allows my students to really dig into the content within my domain. It truly shows students that hard work and effort are necessary, which is definitely true in the real world. The answers aren’t always going to be handed to them, and they will have to be willing to grapple with content in order to comprehend it. With this mindset, I think implementing a gaming-based assessment into my classroom is quite intriguing as it would fit in nicely. Brainstorming My Game-Based AssessmentConcept: Originally, when I heard of creating a gaming-based assessment, I really wanted to create a virtual escape room. My students love them when we do them in class and I have even used some virtual ones before. However, after reviewing the software available to me, I’m not sure it appeals to that type of game. Instead, I figured an adventure type game would work, where students could do typical life tasks involving the different subjects. For example, a student (as a future adult) may need to write an email to a wi-fi company about some issues he or she is having. I could write a draft of the email and ask them to correct some common mistakes. I have to play around with the software more to see if an end goal (like escaping the room) is possible. I also have to consider what happens if a student answers incorrectly, but that will also depend on the capabilities of the software. Does there have to be a consequence? Can they try again? If they can, it would really connect the rhetoric of my classroom with the procedural rhetoric in the game. Content: When thinking about what this game would be assessing, I thought it would be best to pair an engaging game with content that students might find less engaging. Every year, I do a massive grammar review, as some of my eighth-graders cannot identify complete versus fragmented sentences and are all too familiar with the comma splice. These skills need to be corrected to improve their writing, but the students often find it challenging and boring when some of the rules just have to be memorized. By reviewing these concepts using a game-based environment, students will feel they are more applicable to situations in the real world and feel more inclined to understand these concepts in the proper manner. The game would include content like using complete sentences, identifying fragments, correcting spelling, capitalizing, punctuating properly, and using active or passive voice. Use of AssessmentIn my head, I think it would be smart to allow students to play the game before we’ve reviewed any sort of grammar concept. By doing so, students can begin to self-assess what they already know from previous classes and I can observe what may need to be retaught. That way, I’m not causing them to sit through material that they already understand and the key concepts that need to be reviewed will appeal to the students. Then, after reviewing the concepts, students can play the game again, and hopefully find success, whatever that may look like. I, once again, can observe, and provide feedback to individual students on their progress toward the goals. I can make note of students who may need more support or individualized practice. I like that the game could potentially be used as a formative and summative assessment. I also think it would be beneficial for the students to see how some of these rules and concepts apply to the outside world. It would improve their engagement in the content. Connection to Assessment Design ChecklistWhen comparing this idea of an assessment to my assessment design checklist, I think it has the potential to mesh well. If designed properly, it will align with the learning targets and goals for my curriculum. It will also allow me to give observational feedback that is timely. Some of this assessment will promote recall by the students, especially if I do choose to allow the students to play the game twice. However, they will also be applying knowledge to real-world situations, which promotes deeper understanding. This assessment would align well with district initiatives as many teachers have expressed the need for a grammar curriculum or at least resources with assessments. Our most recent assessment can be found here. This game would be much more engaging and students would feel more motivated to show their knowledge. I’m excited to get creating! ReferencesGee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.
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Jennifer StirlingThis is my #MAET journey! Thanks for reading! Archives
August 2020
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