The question driving this study was: How can we actively engage students in the assessment process and use that data to inform lesson and assessment design? Research shows that targeted, specific feedback enhances student learning (Hattie, 2007.) However, students are required to take a high number of tests. How do students benefit from taking so many tests and receiving little to no feedback about many of the tests they take? While teachers are encouraged to relay test scores, many teachers are not completing any sort of data analysis cycle on this information. Students receive a score but may or may not review the incorrect answers or get the chance to understand why the answer is incorrect. Assessment should be used to inform practice through teacher reflection, but that can be very much removed from the information relayed to students. The goal of this study is to help design an assessment system that supports teachers to evaluate the effectiveness of their practice as well as provide feedback to students so they can enhance student performance.
Dr. James Paul Gee, in his theory about what video games have to teach us about learning, concludes that video games motivate and challenge players to continue in the game. With this theory in mind, we should be designing lessons and assessments to motivate and challenge our students. If students can’t wait to beat the next level they will be more invested in learning all there is to know in the current level.
Dr. James Paul Gee, in his theory about what video games have to teach us about learning, concludes that video games motivate and challenge players to continue in the game. With this theory in mind, we should be designing lessons and assessments to motivate and challenge our students. If students can’t wait to beat the next level they will be more invested in learning all there is to know in the current level.