Content Validity of Game-based Assessment: Case study of a Serious Game for ICT managers in training

Research output: Contribution to journalArticleAcademicpeer-review

3 Downloads (Pure)

Abstract

Serious games foster the acquisition of complex problem solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of our validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). We present how we have elaborated and applied the method on an assessment game for ICT managers in secondary vocational education. We describe the procedure and extent to which this assessement is content valid compared to face-toface assessment.
Original languageEnglish
Pages (from-to)225-240
JournalTechnology, Pedagogy and Education
Volume26
Issue number2
DOIs
Publication statusPublished - 6 Jun 2016

Fingerprint

manager
Vocational Education
scenario
instruction
performance

Keywords

  • serious games,
  • seamless assessment
  • content validation method
  • game scenarios
  • professional competence

Cite this

@article{5715ac6cb8db40fd9de956818982f5f7,
title = "Content Validity of Game-based Assessment: Case study of a Serious Game for ICT managers in training",
abstract = "Serious games foster the acquisition of complex problem solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of our validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). We present how we have elaborated and applied the method on an assessment game for ICT managers in secondary vocational education. We describe the procedure and extent to which this assessement is content valid compared to face-toface assessment.",
keywords = "serious games,, seamless assessment, content validation method, game scenarios, professional competence",
author = "Hans Hummel and {Joosten-ten Brinke}, Desir{\'e}e and Rob Nadolski and Liesbeth Baartman",
year = "2016",
month = "6",
day = "6",
doi = "10.1080/1475939X.2016.1192060",
language = "English",
volume = "26",
pages = "225--240",
journal = "Technology, Pedagogy and Education",
publisher = "Technology, Pedagogy and Education",
number = "2",

}

Content Validity of Game-based Assessment: Case study of a Serious Game for ICT managers in training. / Hummel, Hans; Joosten-ten Brinke, Desirée; Nadolski, Rob; Baartman, Liesbeth.

In: Technology, Pedagogy and Education, Vol. 26, No. 2, 06.06.2016, p. 225-240.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Content Validity of Game-based Assessment: Case study of a Serious Game for ICT managers in training

AU - Hummel, Hans

AU - Joosten-ten Brinke, Desirée

AU - Nadolski, Rob

AU - Baartman, Liesbeth

PY - 2016/6/6

Y1 - 2016/6/6

N2 - Serious games foster the acquisition of complex problem solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of our validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). We present how we have elaborated and applied the method on an assessment game for ICT managers in secondary vocational education. We describe the procedure and extent to which this assessement is content valid compared to face-toface assessment.

AB - Serious games foster the acquisition of complex problem solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of our validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). We present how we have elaborated and applied the method on an assessment game for ICT managers in secondary vocational education. We describe the procedure and extent to which this assessement is content valid compared to face-toface assessment.

KW - serious games,

KW - seamless assessment

KW - content validation method

KW - game scenarios

KW - professional competence

U2 - 10.1080/1475939X.2016.1192060

DO - 10.1080/1475939X.2016.1192060

M3 - Article

VL - 26

SP - 225

EP - 240

JO - Technology, Pedagogy and Education

JF - Technology, Pedagogy and Education

IS - 2

ER -