This article describes the gamification and how it can be applied to the design of innovative tasks related to formative assessment. It is argued that the inclusion of some aspects of the gamification technology can have a positive effect on the development of innovative assessment systems. Through a literature search, we show that there is room for these types of game elements on formative assessment, with reflections on: the ideas and concepts related to gamification, assessment modalities, formative assessment in the context of gamification, and the end point potential of gamification as an evaluation tool. The integration of gamification as part of evaluation tasks is a complex process that needs to take into consideration not only the surrounding or motivational aspects of the activity, but also the quality criteria that are required according to the type of evaluation that is being developed.
References
[1]
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education. Assessment in Education, 5, 7-74. http://dx.doi.org/10.1080/0969595980050102
[2]
Blohm, I., & Leimeister, J. M. (2013). Design of IT-Based Enhancing Services for Motivational Support and Behavioral Change. Business & Information Systems Engineering, 5, 275-278. http://dx.doi.org/10.1007/s12599-013-0273-5
[3]
Bonniol, J.-J., & Vial, M. (2001). Modelos de avaliacao: Textos fundamentais com comentários. Porto Alegre: Artmed.
[4]
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61, 35-47.
http://dx.doi.org/10.1177/0022487109348024
[5]
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. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
[6]
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An Empirical Study Comparing Gamification and Social Networking on E-Learning. Computers & Education, 75, 82-91.
http://dx.doi.org/10.1016/j.compedu.2014.01.012
[7]
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From Game Design Elements to Gamefulness: Defining Gamification. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. http://dx.doi.org/10.1145/2181037.2181040
[8]
Gee, J. P. (2003). What Video Games Have to Teach us about Learning and Literacy? Computers in Entertainment (CIE), 1, 20-20. http://dx.doi.org/10.1145/950566.950595
[9]
Hadji, C. (2001). Avaliacao desmistificada. Artmed Editora.
[10]
Haydt, R. C. C. (2008). Avaliacao do processo ensino-aprendizagem. Editora ática.
[11]
Koivisto, J., & Hamari, J. (2014). Demographic Differences in Perceived Benefits from Gamification. Computers in Human Behavior, 35, 179-188. http://dx.doi.org/10.1016/j.chb.2014.03.007
[12]
Libaneo, J. C. (1994). A avaliacao escolar. Didática. Sao Paulo: Cortez.
[13]
Luckesi, C. C. (2002). Avaliacao da aprendizagem na escola e a questao das representacoes sociais. Eccos Revista Científica, 4, 79-88.
[14]
Marczewski, A. (2013). Gamification: A Simple Introduction and a Bit More. E-Book.
[15]
Pacheco, C. (2012). Gestao Escolar e Avaliacao da Aprendizagem. Petrolina: Franciscana.
[16]
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9, 1-6.
http://dx.doi.org/10.1108/10748120110424816
[17]
Rabelo, E. H. (2003). Avaliacao: Novos tempos, novas práticas. Vozes.
[18]
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78, 153-189.
[19]
Shute, V., & Ke, F. (2012). Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives. New York: Springer Science + Business Media.
[20]
Zapata-Rivera, D., & Bauer, M. (2012). Exploring the Role of Games in Educational Assessment. In M. C. Mayrath, J. Clarke-Midura, D. H. Robinson, & G. Schraw (Eds.), Technology-Based Assessments for Twenty-First-Century Skills: Theoretical and Practical Implications from Modern Research (pp. 147-169). Charlotte, NC: Information Age Publishing.