Delacruz, G. C. (2011). Games as formative assessment environments: Examining the impact of explanations of scoring and incentives on math learning, game performance, and help seeking. (CRESST Report 796). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). http://www.cse.ucla.edu/products/reports/R796.pdf
Delacruz examines the use of games and formative feedback to support mathematics learning. Specifically, the author tests how the game’s level of detail regarding scoring rules and access to feedback impacts mathematics learning and performance. Participants included 4th- 6th grade students (N = 164) in after school programs. Students were randomly assigned to the following groups: control (students played a different game); no scoring information provided; minimal scoring information provided; elaborated scoring information provided; and elaborated scoring information plus access to formative feedback to improve game performance. Delacruz found that students in the group who received elaborative scoring information plus feedback to improve performance demonstrated significantly greater improvement in math performance when compared to other students. The author discusses the implications of findings for game design and student learning.
Action for Learning, Formative Assessment