Content Validity of Game-Based Assessment: Case Study of a Serious Game for ICT Managers in Training

Autor/inn/en	Hummel, Hans G. K.; Joosten-ten Brinke, Desirée; Nadolski, Rob J.; Baartman, Liesbeth K. J.
Titel	Content Validity of Game-Based Assessment: Case Study of a Serious Game for ICT Managers in Training
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 2, S.225-240 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2016.1192060
Schlagwörter	Content Validity; Educational Games; Computer Games; Computer Assisted Testing; Case Studies; Information Technology; Administrator Education; Performance Based Assessment; Evaluation Methods; Learning Activities; Input Output Analysis; Secondary Education; Vocational Education; Educational Indicators; Summative Evaluation; Foreign Countries; Interviews; Netherlands + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Case study; Fallstudie; Case Study; Informationstechnologie; Leistungsermittlung; Lernaktivität; Sekundarbereich; Ausbildung; Berufsbildung; Educational indicato; Bildungsindikator; Ausland; Interviewing; Interviewtechnik; Niederlande
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 the authors' validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). They present how they have elaborated and applied the method for an assessment game for ICT managers in secondary vocational education. They describe the procedure and extent to which this assessment is content-valid compared to face-to-face assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01