Game-based Peer Assessment

Awesome job creating your twine game Brittany! I love the videos and pictures that you embedded into your game, they really enhance your game in terms of keeping students engaged. The game requires students to have an understanding of potential and kinetic energy.  There isn’t necessarily a consequence if students don’t understand this, because if they answer the first question incorrectly they are given the opportunity to learn from their mistake and try again.

However, when considering other consequences of the game, the main consequence that comes to mind is students not having a good understanding of the different energy sources, because this will affect their ability to debate and defend their choice against their classmates. You do a great job of giving information to students about each of the different energy sources within the game, so if students take the time to review and compare the different energy sources they should be able to gain enough understanding of each source in order to be prepared for the debate and to defend their choice.

There are a couple question from my ADC 3.0 that I think your game does a great job of addressing:

Does my assignment align with objectives and learning goals? This is addressed within the game itself. Your semiotic domain focuses on the basic science of energy, and the game teaches students about the difference between kinetic and potential energy, and also the different energy sources. This information aligns with your semiotic domain and learning objectives.

Does my assessment provide me with insight regarding student progress towards learning objectives? This will mainly be addressed during the debate after the game. You will really get some good insight on students’ progress towards the learning objectives and their understanding of the energy sources from the debate and how well students are able to defend their choices.

Does my assessment provide students the opportunity for self-assessment? I love your exit ticket asking students if they want to switch the energy type they selected and explain why or why not. This gives students the opportunity to reflect on their choice and the choices of their classmates, and to reassess if they made a good decision or if they would like to change it. This is a great opportunity for students to self-assess!

Overall you did a great job and I love what you created. It seems like this game could be used in place of a lesson or lecture on energy since it shares a ton of great information with students on the different types of energy. One suggestion that I have is after students look through each of the 5 energy sources, give different situations representing the different energy sources and have students select which energy type it exemplifies. This is one way you could add an assessment piece to see how well students understand the different energy sources within the game.