Titlebook: Game-Based Assessment Revisited; Dirk Ifenthaler,Yoon Jeon Kim Book 2019 The Editor(s) (if applicable) and The Author(s), under exclusive

不能平靜

painkillers

Scaffolding and Assessing Teachers’ Examination of Games for Teaching and Learningaints of games through direct and vicarious ways, (b) to document their findings about a game, and (c) to reflect on the possibilities of repurposing a game for curricular use. The chapter concludes with implications for researchers and teacher educators interested in supporting teachers to adopt te

預(yù)定

Assessing Game-Based Mathematics Learning in Action assessment evolves around four major operational practices: (a) domain competency modeling along with core game mechanics conceptualization; (b) developing task models and the Q-matrix; (c) developing the game log that encompasses performance data capturing, pattern recognition, and observables ext

裝勇敢地做

微粒

輪流

Fibrinogen

Emerging Practices in Game-Based Assessmentp of a content-agnostic stealth assessment with a model of student’s knowledge built into it. The student model will help to adapt the game-play and accommodate the game to an individual learner. Content-agnostic game engineering (CAGE) is a framework that helps provide multiple learning contents wi

恃強(qiáng)凌弱

osteoclasts

檔案

A Design-Sequence from New Mexico,ve environments without disrupting the flow of gameplay. This type of assessment is known as stealth assessment. We also describe the challenges with assessing productive failure in game-based learning and implications for future research on assessment of learning in immersive environments.