Unit 7: Assessment & Learning Models
Assessments allow both students and educators to measure learning. Students are able to evaluate their own progress; while educators are able to analyze the effectiveness of their lessons.
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There are various assessment activities including self-reflections, quizzes and exams, papers, and discussion forums. These activities fall within assessment types like formative, summative, and authentic.
Assessment Types
Formative
Formative assessments, or "assesments for learning", are seamlessly integrated into lessons to allow educators to provide real-time feedback while students learn; these assessments DO NOT contribute to grades, but rather check to see if content is effectively learned. Examples of these types of assessments include:
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Practice quizzes
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Written comments
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Verbal comments
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Peer feedback
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Summative
Summative assessments, or "assessment of learning", result in grades based on students performance. Summative assessments provide insights into students understanding and are used as "currency" in higher education settings. Examples of these types of assessments are:
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Mid-term or final exams
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Papers
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Performance or recital
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Class debates
Authentic
Authentic assessments gauge a learners knowledge and skills in real-world contexts. These assessments utilize rubrics to help measure students performance. Examples of these types of assessments are:
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Case studies
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Projects
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Portfolios
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Lab Experiments
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Role-playing
Combining these types of assessments into lesson plans provides a well-rounded method of evaluation for students learning.
A Gamified Quest
Learning Scenario
In this scenario, middle school students (6th-8th) will engage in an immersive gamified exploration of American history. This game is designed to bridge the gap between foundational prior knowledge and new academic concepts. Utilizing a Gamification Learning Model, the experience is structured as a multi-level historical quest centered around a comprehensive visual timeline. This interactive environment will allow students to construct a deeper understanding of U.S. history by synthesizing recently learned vocabulary with complex historical narratives and experiences.
Formative Assessment
This is a paragraph. Use this area to add any information you want to share with users. Just click "Edit Text" or double click here to change the text and make it your own. You can also adjust the paragraph's font, size and color so it fits your website’s theme.
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This is a great place to tell users a story about your website and let them know more about what you offer. You may want to share information about your company's background, your team, or the services you provide. Be sure to keep the tone and voice consistent throughout the site so users become familiar with your brand.
Formative Assessment
This is a paragraph. Use this area to add any information you want to share with users. Just click "Edit Text" or double click here to change the text and make it your own. You can also adjust the paragraph's font, size and color so it fits your website’s theme.
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This is a great place to tell users a story about your website and let them know more about what you offer. You may want to share information about your company's background, your team, or the services you provide. Be sure to keep the tone and voice consistent throughout the site so users become familiar with your brand.
Formative Assessment
Real-time correction & feedback.
To support the learners' journey through their Zone of Proximal Development (ZPD), each level will have a “Bot Mentor”. This mentor acts as an adaptive scaffold, providing insights to make real-time corrective adjustments, formative assessments (in-game feedback based on selections & practice quizzes), and summarize key concepts at the end of each level. By adjusting the difficulty and feedback based on student performance, the mentor ensures mastery before progressing to the next level. In addition, this scenario integrates connectivism by allowing students to interact with “Expert Nodes”, or notable historical figures from each time period (e.g., Harriet Tubman, Thomas Jefferson, Sojourner Truth, George Washington, MLK Jr.). These interactions require students to reflect on their knowledge, ultimately preparing them for the summative end-of-semester exam.
In this scenario, the historical simulation game functions as the authentic assessment tool. Parting from traditional knowledge check methods that often require rote recall in isolated contexts, this immersive simulation requires students to actively apply their knowledge within a dynamic “real-world” historical environment.
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The game is student-centered and authentic because it mirrors the investigative work of historians and the decision-making processes of the mentioned historical figures. Students move beyond the simple identification of historical figures; instead, they engage with the nuanced lived experiences, challenges, and achievements of individuals such as Harriet Tubman, Thomas Jefferson, Rose Parks. By curating digital sources, evaluating conflicting perspectives, and making high-stakes decisions based on evidence provided by these historical figures, students engage in high-level critical thinking. This ensures they are not just memorizing facts, but are reflecting and solving problems that mimic the real-world.
Authentic Assessment
Learning Theories
Constructivism
In alignment with Constructivism, students will build upon their understanding of American history by choosing which paths to take and which figures to consult.
Connectivism
In addition, by drawing on Connectivism, the simulation measures students’ abilities to navigate a network of experts and resources. Success in this simulated game will be defined by how well they can evaluate and leverage these connections to solve each level’s mission.
References
Authentic Assessment. (n.d.). New Jersey Institute of Technology. https://www.njit.edu/ite/authentic-assessment
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Beard, E. (2023, June 22). What is Formative Assessment? NWEA. https://www.nwea.org/blog/2023/what-is-formative-assessment/
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PBL Works. (2010, December 9). Project-Based Learning: Explained. [Video]. YouTube. https://www.youtube.com/watch?v=LMCZvGesRz8
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Sprouts. (2015, October 12). Experiential Learning: How We All Learn Naturally. [Video]. YouTube. https://www.youtube.com/watch?v=aF63HHVbpQ8&t=11s
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Summative Assessment. (n.d.). Baylor University. https://atl.web.baylor.edu/guides/assessing-student-learning-and-teaching/summative-assessment
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Teachings in Education. (2017, January 18). Purpose of Assessments: The Why? [Video]. YouTube. https://www.youtube.com/embed/JHZsz_j_z7A?feature=oembed
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Watson, E. (n.d.). Defining Assessment. University of Alberta Center for Teaching and Learning. https://www.ualberta.ca/centre-for-teaching-and-learning/media-library/teaching-institute/2019/assessment/defining-assessment-and-evaluation.pdf
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