Bibliographic Details
| Title: |
Validity Evidence for Games as Assessment Environments. CRESST Report 773 |
| Language: |
English |
| Authors: |
Delacruz, Girlie C., Chung, Gregory K. W. K., Baker, Eva L., National Center for Research on Evaluation, Standards, and Student Testing |
| Source: |
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2010. |
| Availability: |
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org |
| Peer Reviewed: |
N |
| Physical Description: |
PDF |
| Page Count: |
9 |
| Publication Date: |
2010 |
| Sponsoring Agency: |
Department of Education (ED) |
| Document Type: |
Reports - Research |
| Education Level: |
High Schools |
| Descriptors: |
Educational Games, Validity, Prior Learning, Scores, Teaching Methods, Predictive Validity, Mathematics Instruction, Mathematical Concepts, Predictor Variables, Knowledge Level, High School Students, Summer Programs, Video Games, Computer Uses in Education, Pretests Posttests, Secondary School Mathematics |
| Abstract: |
This study provides empirical evidence of a highly specific use of games in education--the assessment of the learner. Linear regressions were used to examine the predictive and convergent validity of a math game as assessment of mathematical understanding. Results indicate that prior knowledge significantly predicts game performance. Results also indicate that game performance significantly predicts posttest scores, even when controlling for prior knowledge. These results provide evidence that game performance taps into mathematical understanding. (Contains 2 figures.) |
| Abstractor: |
As Provided |
| Number of References: |
3 |
| Entry Date: |
2010 |
| Accession Number: |
ED512651 |
| Database: |
ERIC |
