Assessment

**QUEST: Prove It!**
This is a space where the class can collaboratively build a chart of ideas for assessment, indicating where __#|games__ may intersect.

Start with **Traditional Assessment** - refers to what you currently do to assess outcomes. Next tell us the **Objective / Outcome** and specifically the type of objective you are measuring. Then propose a **Games Alternative** refers to an idea you have for a game that might do the same. Finally, add your name ... so we know who gets the credit!

To determine whether or not students understand the concept of place value. || SAMPLE: Develop a Human Place Value Game for students to display their knowledge of place value. Put students into groups of 4. Give each student a large number to wear on the front of them. Make sure that all students within a group have different digits. Have groups order themselves to display: the largest number possible, using their digits, the smallest number possible, an even number, an odd number, etc. Observe groups to see how efficiently and quickly they are able to generate the requested numbers. || Cyndi Schillaci || Castle || select whether each set of words is a complete sentence. a fragment, or a run-on sentence from from a choice of answers labeled a, b, or c. || Students will be able to identify and differentiate between sentence fragments, run-ons, and complete sentences. || "Can You Name It?" - Board Game
 * ~ **Traditional Assessment Method** ||~ Objective or Outcome being measured ||~ Games alternative ||~ Your name ||
 * SAMPLE: Summative Multiple choice test on Place Value || SAMPLE:
 * Have students complete homework related to moving forward || To determine if they have been listening and applying concepts to their own lives || We go through modules in the class where I instruct on a particular topic and then the student has to complete a task. They earn points for the tasks they complete. All tasks have different point values so they can do a big 5 pointer or work on smaller 1 point tasks throughout the length of the course. They need 20 points to successfully complete. Many tasks are done as groups-for instance, go to visit the Community Clothes Closet and sign up (for clothing and back to school assistance). The dream map is another option to earn points. Once they have earned enough points, they successfully complete-they get their name entered in a drawing for a gas card, get a certificate of completion, and get a waiver to get a FREE student ID card if they decide to start school (otherwise the college charges for them). || Margie Laketa ||
 * Multiple choice test on Community Emergency Response Team (CERT) knowledge (terms, procedures, operations, etc.). || To determine if trained CERT team members understand and can apply the knowledge they received in CERT training and as a members of the local emergency management agency/police department/fire department they are associated with. It is also to see if they are up-to-date with the current terms, procedures, operations, etc. || "CERT Jeopardy." The answers/questions are taken from the current participant manual (CERT student training manual). It is included as one of the testing and evaluating stations of the Illinois Prairie State CERT Challenge where CERT Teams from across Illinois apply their skill and knowledge. CERT Jeopardy is played similar to the TV game show, but with some exceptions: No loss of points for wrong answers (0 points awarded), five categories and five answers each (25 total). One 13 minute timed round and a two minute "Final Jeopardy" answer round worth 10 points. The whole game is worth 100 points. || Bob Leahy ||
 * A multiple choice test where trainees identify good and bad job search preparation and tactics || To determine whether students can apply the job preparation concepts to their own job search. || "Job Search Uganda" (a simple board game) Students play in groups of 4-5. Players choose their game piece and roll the nice to move around the game board. Players land on spaces that send them forward or backward, for example "You misspelled the company name on your cover letter, go back 3 spaces" and "The prospective employer looked at your Facebook profile and liked that you appeared to be very responsible". On some spaces the trainee would draw a card that asked them to demonstrate a soft skill like introducing themself to a prospective employer. The other participants would vote on whether the skill was performed correctly, with the instructor breaking any ties. The first person around the board is the winner. || Marnie
 * A multiple choice written assessment.Students

Materials Needed: Dice, Two Recording Sheets, Game Cards, Game Pawns, and Game Board

Students work in pairs. Each has his/her own recording sheet to record his/her answers. Students shuffle the cards and place the cards face down in a pile on a hard surface. Each card is numbered and contains either a run-on sentence, complete sentence or a sentence fragment as well as choices labeled "a. complete sentence", "b. sentence fragment" and "c. run-on sentence."

Player 1 selects a card and identifies whether the card contains a run-on sentence, sentence fragment, or a complete sentence. Then, Player 1 records his/her answer beside the number that corresponds to the number on the card on his/her recording sheet. Player 1 then places the card at the bottom of the pile and rolls the dice. He/she moves his/her pawn that number of spaces on the board.

Play continues in a similar fashion with Player 2.

The first player to reach the "finish" space on the board is the winner.

(Teachers can collect the recording sheets after students play the game to determine whether or not each student understood the concept and correctly identified/differentiated between sentence fragments, run-on sentences, and complete sentences. || Erika Moore ||

With students in groups of 4, distribute keyboard instruments. One at a time, students shake the dice. The combined number represents the interval the student must play (Apply). If group members agree that the interval was played correctly (Evaluate), the student may go to the SMART Board and play the corresponding song clip. The teacher circulates to make note of the mastery demonstrated by each student. (Bloom’s Taxonomy labels in parenthesis)