Towards Game-Based Formative Assessment

Abstract

This study sought to improve students’ conceptual rational number knowledge by letting them play a math game with a tablet device. Additionally, the study evaluated the usefulness of in-game metrics and game features that support formative assessment. In the 3-hour intervention study, 52 Finnish fourth and sixth grade students studied conceptual rational number knowledge with a number line based game that included several scaffolding features founded on their playing behaviour. Students benefited significantly from the intervention (d = .64). This finding is consistent with recent numerical cognition research that has suggested that rational numbers should be trained with number lines. This research also provides evidence about the usefulness and fairness of game-based assessment. In general, the results indicated that game-based formative assessment can be a fair assessment approach and most of the students seems to be willing to adopt game-based learning solutions in schools.