TY - JOUR
AU - Engelhard, George
AB - Measurement, 12: 57–61, 2014 Copyright © Taylor & Francis Group, LLC ISSN: 1536-6367 print / 1536-6359 online DOI: 10.1080/15366367.2014.921037 Game-Based Assessments: A Promising Way to Create Idiographic Perspectives A. Adrienne Walker Division of Educational Studies, Emory University George Engelhard, Jr. Educational Psychology, The University of Georgia Assessments embedded within simulations and games represent the cutting edge of next- generation assessments. Almond, Kim, Velasquez, and Shute (Focus article) suggest that a careful consideration of the principles of evidence-centered assessment design can improve game-based assessments. Student information can be gathered, analyzed, and systematically used to substan- tiate claims and inferences about student academic performance in ways that are fun, engaging, and perhaps even unknown to the students who are being assessed. The purpose of the Focus article is to describe how game “tasks” can be modified so that certain psychometric properties, such as task difficulty and task discrimination, can be identified to support the construct validity of game-based assessments. One of the key ideas of the Focus article is the potential of computerized assessments to collect and, therefore, potentially measure important aspects of student achievement that cannot be easily measured by traditional assessment formats. For example, constructs such as student creativity 
TI - Game-Based Assessments: A Promising Way to Create Idiographic Perspectives
JF - Measurement: Interdisciplinary Research & Perspective
DO - 10.1080/15366367.2014.921037
DA - 2014-04-03
UR - https://www.deepdyve.com/lp/taylor-francis/game-based-assessments-a-promising-way-to-create-idiographic-9UcdudH9cq
SP - 57
EP - 61
VL - 12
IS - 1-2
DP - DeepDyve
ER -