CCSSO-National Conference on Student Assessment 2013 National Harbor, MD– June 21, 2013 Girlie C....
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![Page 1: CCSSO-National Conference on Student Assessment 2013 National Harbor, MD– June 21, 2013 Girlie C. Delacruz, Eva L. Baker, Gregory K. W. K. Chung Solving.](https://reader034.fdocuments.in/reader034/viewer/2022042822/56649e2e5503460f94b1ecfc/html5/thumbnails/1.jpg)
CCSSO-National Conference on Student Assessment 2013
National Harbor, MD– June 21, 2013
Girlie C. Delacruz, Eva L. Baker, Gregory K. W. K. Chung
Solving The Puzzle: Designing Games And Assessment For Young Children’s Physics Learning
![Page 2: CCSSO-National Conference on Student Assessment 2013 National Harbor, MD– June 21, 2013 Girlie C. Delacruz, Eva L. Baker, Gregory K. W. K. Chung Solving.](https://reader034.fdocuments.in/reader034/viewer/2022042822/56649e2e5503460f94b1ecfc/html5/thumbnails/2.jpg)
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Overview
Design and development
Research study
Games for learning and assessment
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Part One
Games for learning and assessment
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Mastery and challenge
Why Do Kids Like To Play (Good) Games?Learning
Escape
Intuitive activities
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Why Use Games For Learning?Escape…
Frictionless Environment
Place them in situations that are not easily experienced or easy to manipulate
Sloping Hills
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Why Use Games For Learning?Mastery And Challenge…
Scaffolded sequencing
Support complex problem-solving through guided exploration
Non-player game characters
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Why Use Games For Learning?Intuitive Activities
Free body diagram to
control motion
Explore innovative learning and assessment mechanics
Draw predicted
path
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Why Do Kids Like To Play (Good) Games?Assessment
AdaptivityEvaluation of performance
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Why Use Games For Assessment?Evaluation of Performance
Formative Assessment:Use and interpretation of task performance information with intent to adapt learning, such as provide feedback. (Baker, 1974; Scriven, 1967)
Games:Use and interpretation of game performance information with intent to adapt learning, such as provide feedback.
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Why Use Games For Assessment?Adaptivity
Rich data source
Front-end efforts support ability to identify key events to capture
Capture process of
learning
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Part TwoDesign and development
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Assessment requirements
Technology requirements
Instructional requirements
Integrated Assessment, Learning, and Technology
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Evolution Of Design Process
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What We Have DoneDetermined targeted concepts and types of thinking
Instructional sequence and task specifications
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Challenges Driving Assessment Innovation
2. Classroom and online context
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1.Children in grades K-3
3. Integrated science content, cognition, and SEL
• Gamelike• Graphical icons• Nonverbal prompts• New combinatorial design• Assessment mechanics• Automated scoring• Comparable tasks
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Innovative Learning and Assessment Game Mechanics
Comparison using contrasting cases
Complex problem-solving through guided exploration
Active reflection through graphic prompts
Free body diagram to control motion
Graphical formalizations of underlying physics laws
Physics and SEL integration
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Part Three
Research study
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What Did We Want Kids To Learn?
• Improved understanding of physics concepts: force and motion
Force magnitude
Force direction
Friction
Mass
Gravity
Slope
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How Were They Going To Learn?
• Play a set of physics games
Go Vector Go RoboBall
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Meaningful gameplay data
How Would We Know They Learned?
Kid-friendly assessments
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Timeline of Activities
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Pretests
Gameplay
Posttests
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Results (Go Vector Go)
• Scores increased significantly after playing the game
• Even the kindergarten and 1st grade students!
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Results (RoboBall)
Third graders got further and advanced more quickly between two gameplay sessions.
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Conclusions And Next StepsConclusions
•Results are promising…
•Improved student performance on science assessments even for the kindergarten and 1st grade students!
Next Steps
•Crowdsource different adaptivity rules
•Test games in multiple contexts including closer classroom integration
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Thank You!
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Copyright © 2013 The Regents of the University of California