Simulations and Serious Games: Higher Order Thinking Skills Assessment
Keywords:
Game Based Assessments, Higher Order Thinking Skills, Maker Spaces, Martha Madison, Serious GamesAbstract
Measuring the higher order thinking skills that are crucial for success in the rapidly evolving workplace remains a prominent challenge. Traditional assessment item types, such as multiple choice are hard-pressed to effectively measure creativity, collaboration, and communication, and their use to measure critical thinking skills is always controversial. Without reliable and valid assessment, these crucial skills are often neglected given that our learning environments focus so heavily on quantifiable results. However, simulations and serious games can provide a way to measure the higher-order thinking skills, which is a necessary step in improving them. Interactive environments that are complex, nuanced, and open for exploration provide the canvas that learners can use to demonstrate and expand their skills, and assessment connected to or embedded within those experiences can provide evidence that those skills are present or developing.Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
References
All, A., Castellar, E.P.N. & Van Looy, J. (2014). Measuring effectiveness in digital game-based learning: A methodological review. International Journal of Serious Games, 1(2), 3–21. DOI: 10.17083/ijsg.v1i2.18. https://doi.org/10.17083/ijsg.v1i2.18.
Arum, R. & Roksa, J. (2011). Academically adrift. University of Chicago Press, p. 272. https://www.press.uchicago.edu/ ucp/books/book/chicago/A/bo10327226.html.
Bloom, B. (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. White Plains, NY: Longman, p. 216. https://www.uky.edu/~rsand1/china2018/texts/Bloom%20 et%20al%20-Taxonomy%20of%20Educational%20Objectives.pdf.
Chung, G., (2015). Guidelines for the Design and implementation of Game Telemetry for Serious Games Analytics. In: Loh and Sheng (Eds.) Serious games analytics: Methodologies forperformance measurement, assessment, and improvement, Springer International Publishing, p. 59-80.
Conley, D.T. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them ready. San Francisco: Jossey-Bass.
Cornforth, D.J. & Adam, M.T.B. (2015). Cluster Evaluation, Description, and Evaluation for Serious Games. In: Loh and Sheng (Eds.) Serious games analytics: Methodologies for performance measurement, assessment, and improvement, Springer International Publishing, p.135−58.
Council of Chief State School Officers (March 2017). Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row. PMid: 23931136.
Egert, C. A. & Phelps, A. M. (2011). Motivating Science Education through Games. Learning to Play: Exploring the Future of Education with Video Games, 53, 129.
Every Student Succeeds Act (2015). Section 1111(b)(2)(B)(vi)), Section 1111(b)(2)(J) and Section 1204.
Farber, Matthew & Schrier, Karen (2017). The Limits and Strengths of Using Digital Games as Empathy Machines. UNESCO, MGIEP.
Fay, I. (2014). The Most Important Process for Making Great Games. In: Schrier, K. Ed. Learning, Education and Games, Volume One: Curricular and Design Considerations, ETC Press, p. 253−64).
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20–20. DOI:10.1145/950566.950595. https://doi. org/10.1145/950566.950595.
Grotzer, M., Derbiszewska, K., Courter, C., Kamarainen, A., Metcalf, S. & Dede, C. (2014). Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching about Causality Across Time and Distance in Ecosystems. Tech Know Learn, 20(1) (December 23): 43–69. DOI: 10.1007/s10758-014-9241-5. https://doi. org/10.1007/s10758-014-9241-5.
Ifenthaler, D. Eseryel, D. & Ge, S. (2012). Assessment in GameBased Learing: Foundations, Innovations and perspectives. Switzerland: Springer International Publishing. DOI 10.1007/978-1-4614-3546-4. https://doi.org/10.1007/978-14614-3546-4.
Ke, F. & Shute, V. (2015). Design of Game Based Stealth Assessment and Learning Support. In: Loh and Sheng (Eds.) Serious games analytics: Methodologies for performance measurement, assessment, and improvement, Springer International Publishing, p. 301−18. https://doi.org/10.1007/978-3-319-05834-4_13.
Ketelhut, D., Nelson, B., Clarke, J. & Dede, C. (2010). A Multi-user virtual environment for building higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56−68. DOI: 10.1111/j.1467-8535.2009.01036.x. https://doi.org/10.1111/j.1467-8535.2009.01036.x.
Lammers, J. C. & Van Voorhis, V. (2013). Gaming Bloom’s: De/ Reconstructing the taxonomy for game-based learning. In: C. C. Williams, A. Ochsner, J. Dietmeier, & C. Steinkuehler (Eds.) Proceedings GLS 9.0 Games+Learning+Society Conference, ETC Press, p. 520−21.
Loh, C., Sheng, Y. & Ifenthaler, D. (2015) Advances in GameBased Learning. Switzerland: Springer International Publishing. DOI 10.1007/978-3-319-05834-4. https://doi. org/10.1007/978-3-319-05834-4.
Schrier, K. (2018). Guiding Questions for Game-Based Learning., Second Avenue Learning (2017), Science at Play, whitepaper. https://doi.org/10.1007/978-3-319-71054-9_59.
Schrier, K., Ed. (2014). Learning, Education and Games, Volume One: Curricular and Design Considerations. ETC Press.
Simkins, D. (2014). Assessing Video Games for Learning, Schrier, K., Ed., Learning, Education and Games, Volume One: Curricular and Design Considerations, ETC Press, p. 265−85.
Smith, S.P., Blackmore, K. & Nesbitt, K. (2015). A Metaanalysis of Date Collection in Serious Games Research, Serious Games Analytics: Methodologies of Performance, Measurement, and Improvement, NY: Springer, p. 31−55.
Snow, E.L., Allen, L.K. & McNamara, D.S. (2015). The Dynamical Analysis of Log Data Within Educational Games. In: Loh and Sheng (Eds.) Serious games analytics: Methodologies for performance measurement, assessment, and improvement, Springer International Publishing, p. 81−100.
Snyder, A.E. & Van Voorhis, Victoria. (2015). Playful transition: Serious games for the middle school years.
DOI: 10.4018/978-1-5225-5198-0.ch020. https://doi. org/10.4018/978-1-5225-5198-0.ch020.
Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29. DOI: 10.3102/0013189X035008019. https://doi. org/10.3102/0013189X035008019.
Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. PMCid: PMC2663247.
World Economic Forum (2018). Insight Report. The Future of Jobs Report 2018, p. 117.
World Economic Forum (2016). The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, Global Challenge Insight Report.
Yuan, K. & Le, V. (2012). Estimating the percentage of students who were tested on cognitively demanding items through the state achievement tests. Santa Monica, CA: RAND Corporation. https://doi.org/10.7249/WR967.