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Assessment without Suffering: Enjoyment not Considered Cheating

Assessment without Suffering: Enjoyment not Considered Cheating. Telethia Willis, twillis@cisco.com Kristen DiCerbo, Ph.D. Mark Chen , marchen@cisco.com Dennis Frezzo, Ph.D ., dfrezzo@cisco.com John Behrens, Ph.D. Where are we going?. Who we are and where we come from

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Assessment without Suffering: Enjoyment not Considered Cheating

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  1. Assessment without Suffering: Enjoyment not Considered Cheating Telethia Willis, twillis@cisco.com Kristen DiCerbo, Ph.D. Mark Chen, marchen@cisco.com Dennis Frezzo, Ph.D., dfrezzo@cisco.com John Behrens, Ph.D.

  2. Where are we going? • Who we are and where we come from • Games and Assessment • Where we are today • Where we are going • How you can experience it

  3. Corporate Social Responsibility and Cisco Networking Academy Large and Global 165 Countries 1 Million Students engaged this year 3.75 Million Students since inception Diverse Students and Communities Students: Diverse Age, Gender, and CircumstancesCommunities: Mature and Developing Diverse Educational Institutions Universities, Community Colleges, Vocational Schools, Secondary Schools, Non-profit Organizations, Second Chance

  4. Behrens, J. T., Collison, T. A., & Demark, S. F. (2005) The Seven Cs of comprehensive assessment: Lessons learned from 40 million classroom exams in the Cisco Networking Academy Program. In S. Howell and M. Hricko (Eds.), Online Assessment and Measurement: Case Studies in Higher Education, K-12 and Corporate. (pp 229-245). Hershey, PA: Information Science Publishing. Frezzo, D.C., Behrens, J.T., & Mislevy, R.J. (2009). Activity theory and assessment theory in the design and understanding of the Packet Tracer ecosystem. The International Journal of Learning and Media, 2. http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0015

  5. Why Gaming? http://www.education.umd.edu/EDMS/mislevy/papers/Games.pdf

  6. Components

  7. ACTIVITY / CHALLENGES

  8. CLIENTS and friends

  9. City: Bank, STORE, ETC

  10. CONTRACT CLIENT

  11. SCORING MODEL, OBSERVABLES

  12. ASSESSMENT ITEMS

  13. ASSESSMENT ITEMS

  14. How do we know if its any good? • Usage • Expert review • Action research • Telemetry • Validity research

  15. Action Research Action research - trying out ideas in practice as a means of increasing knowledge about or improving curriculum, teaching, and learning

  16. Pair Video – Coding, Qualitative Analysis

  17. What Does it Mean? • Students do appear to be using troubleshooting processes • The game requires application of knowledge and skills • Those in more advanced classes activate appropriate knowledge quicker • Those in more advanced classes solve the problem quicker • Not a lot of construct-irrelevant “easiness”

  18. How Can You Experience It https://learningnetworkstore.cisco.com/ Click on Games Find Cisco Aspire CCNA

  19. Conclusion • Game based assessment can be constructed in flexible and scalable ways. • Good infrastructure does not imply good task or assessment design • The increasing ubiquity of natural tasks occurring with digital devices opens new worlds of possibility. • Elements we have mixed for success: • Complex learning environment • Simulation for microworlds • Compelling stories and experiences

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