Share Paper: Competitive Games as Formative Assessments: Improvement or Hindrance?
Abstract: This investigation was conducted to examine middle school students’ use of formative assessment technologies in informal science learning contexts. Specifically, research focused on students’ overall preferences when using a game-based student response system (GSRS; Wang, 2015) focused on formative assessment, and to what degree students preferred competitive or noncompetitive types of games. The study also uncovered some of the challenges associated with implementation. Data collection and analysis was used a mixed-methods approach and centered on data collected through students’ (n=42) self-reported preferences for competitive versus non-competitive GSRS, teachers’ reflective journals, and external observations focused on student engagement. Results illuminate potential ...