The role of construct definition in the creation of formative assessments in game-based learning

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations

Abstract

Recently there has been a push to consider assessment, and specifically formative assessment, in conjunction with game-based learning. Formative assessment is meant to provide feedback to students that can guide their learning process. Central to the production of effective formative assessments are the concepts of validity and reliability. Validity refers to the extent to which assessment scores indicate the amount that a learners has of an underlying construct, defined as an unobservable trait. This chapter focuses on the first stages of the process of formative assessment creation-the specification of constructs underlying learning goals. Constructs are specified by the process of theory specification, construct generation, test item development, and construct refinement. By considering construct validity in assessment development, game developers can collect needed data to optimize games and provide evidence of learning.

Original languageEnglish (US)
Title of host publicationAssessment in Game-Based Learning
Subtitle of host publicationFoundations, Innovations, and Perspectives
PublisherSpringer New York
Pages29-42
Number of pages14
ISBN (Electronic)9781461435464
ISBN (Print)9781461435457
DOIs
Publication statusPublished - Jan 1 2012

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

Belland, B. (2012). The role of construct definition in the creation of formative assessments in game-based learning. In Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives (pp. 29-42). Springer New York. https://doi.org/10.1007/978-1-4614-3546-4_3