How Teachers Use Digital Games for Formative Assessment: Exploring Gaps Between Design and Practice

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-4 - Game Design and Game-Based Learning

Abstract

This paper reports findings from a project focused on the convergence of two important trends in education: (1) the rapidly rising popularity of educational video games as a means to increase student engagement and learning, and (2) a growing focus on the use of formative assessment information to shape instruction that meets all learners' needs.

We studied how educational video games are employed by teachers to support formative assessment practices. The project used mixed methods to explore the range of ways that middle school teachers think about and employ video games in the classroom, how teachers think about and employ formative assessment, and how teachers employ specific features of games to support their formative assessment practices.

Authors

• Barry J. Fishman, University of Michigan - Ann Arbor

• Rachel B Snider, The College of New Jersey

• Michelle M. Riconscente, New York Hall of Science

• Tzuchi Tsai, New York University

• Jan L. Plass, New York University