Games reflection

games reflectionThere are assessment rubrics for students making games. There is a really good assessment rubric for teachers to evaluate the learning value of educational games at gamifi-ed. What about assessment rubrics and reflection tools for when the students are using digital games? I have created 10 questions which I think should be part of a self reflection tool on using an electronic game. I have also linked it to the aitsl professional standards. You are welcome to the Games Reflection pdf so you can suit it to your own needs. We need to work on rubrics for the assessment of digital games. Getting students to reflect is a good first step because from that it will become clear what sorts of key areas need to be addressed in an assessment rubric.

The performance standards this Games Reflection addresses are:

1.1

Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

  1.2

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

 1.5

Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

 2.6

Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

 3.2

Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

  3.3

Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

 3.4

Select and/or create and use a range of resources, including ICT, to engage students in their learning.

  3.6

Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

 5.1

Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

  5.4

Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.

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