2015 06 assessment as learning wde boer caa
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Assessment as learning as a methodology for a serious game for language learning in primary education Dr. W.F. de Boer Afûk Institute for the Frisian Language, the Netherlands [email protected] 2015 International Computer Assisted Assessment (CAA) Conference Research & Practice in E-Assessment 22 & 23 June 2015, Zeist, The Netherlands
Transcript of 2015 06 assessment as learning wde boer caa
Assessment as learning as a methodology for a serious game for language learning in
primary education
Dr. W.F. de BoerAfûk Institute for the Frisian Language, the Netherlands
2015 International Computer Assisted Assessment (CAA) ConferenceResearch & Practice in E-Assessment22 & 23 June 2015, Zeist, The Netherlands
Outline
• Frysk • Considerations• Building an adaptive game• Discussion & future…
Fryslân
• 620,000 inhabitants: – 94% understand– 74% speak– 65% read – 17% write
• 55% Frisian mother tongue
The Frisian language in education in the Netherlands
Frysk in primary education
• Frisian language is part of curriculum• Mayor differences between schools &
students• Primary schools: one lesson per week• 33% of Teachers are not qualified
Considerations
• Textbook is outdated• Almost no testing• New digital teaching program is developed• CEFR as a new model for the curriculum
• Possibilities – serious games – assessment for/as learning – adaptive learning– Rich feedback– CAA 2014
An adaptive serious game for learning Frisian language
• In 2014 start• Target group: middle and upper primary
education (children aged 9-12) • Focus on grammar and spelling• Game is part of the larger language curriculum• Game is build upon eduFrysk
Requirements and ideas
• Motivating game for children to play• Cover learning trajectories for grammar &
spelling • Learning trajectories with large number of
exercises• Adaptive approach / formative testing• Feed-forward and rich feedback integrated• A teacher can monitor the learning process of
students, class/group and intervene
Motivating game for children to play
Grammar & spelling: organizing the curriculum
• Sounds and letters– Short and long vowels– Dobble “sounds”– Riming
• Words– Meaning– Sayings, synonyms– Difficult words and
common errors
• Sentences– Verbs– Parsing – Common errors
• Writing– Vowels– Consonants– Diphthongs – Sentences
Adaptive approach: use of gatekeepers
• For all learning and teaching trajectories• A certain goal has about 8 groups of 5
exercises (40), to start with…• The gatekeeper “opens” when (i.e.) at least 4
groups of exercises have been successfully completed (i.e. score of ate least 85%)
• The path to the next goal is opened
Gatekeeper
Learning trajectories with large number of exercises
Pedagogical approach: Feedback
• Automated, just in time, personal, …
• Direct and qualitative feedback (Hattie)
• “Feed forward” (José Schraven)
Feed-forward and rich feedback integrated
Question types
• MC• Select words• Word-order• Sentence order• Fill in the blank• Connecting (audio/text/image/translation/
explanation)
Monitoring the learning process
Test in March at primary school
Discussion
• Learning as assessment…• Motivating students:– The game (works…?)– Progress in the curriculum (missing)– Feedback (fit the needs?)
• Learning analytics – for teachers• Integration of IRT/CAT? Why/how?
