There are Many Different Ways to Take a Test

While teaching lower el, I have noticed a pattern in behavior with students as they transition from GSRP to Kindergarten. In GSRP the role of play is the center of their curriculum it is how they learn and explore the world around them, which makes the transition to Kindergarten pretty tough, when the curriculum is more concrete and leaves little time for play… or does it. What if there was a way 

By taking more time to allow play and games the return on knowledge obtained could possibly be greater. When thinking about how I can incorporate games into my assessments I thought the easiest way to do this would be with grammar. Gee talks about semiotic domains as a variety of forms that take on meaning. The semiotic  domain my assessment will focus on grammar as it applies to synonyms, antonyms and homonyms. Internally and externally there are principles of pattern tat govern how these types of words are looked at. There are a set of rules and procedures for classifying these words. Typically we teach these types of words in the third half of the year in second grade. To assess the knowledge obtained from the lessons, I would like to attempt to use a game that will be designed using the software twine.

Game Design

The students will take the role of the word wizard as they progress through the game there will be a set or word challenges where they have to solve a riddle to find the words that are related. Using the riddle they will have to decide what two words in the riddle are related and if the words are antonyms, synonyms or homonyms. If they pick the correct choice they will move on to the next challenge if they do not they will start back at the beginning. An example of a riddle challenge would be:

Find the Homonym:

On my birthday there was cake, with eight bright candles. I turned on the light and I ate it all up. Then put my fork down

The options to move on would be:

Bright, light

Up, down

Eight, ate

If they get it right they will get a congratulations message where they can move onto the next challenge. If they get it wrong there will be a message stating it was wrong with an explanation of a homonym to help them next time, from the reinforcement message they will go back to the beginning to get more practice. I am considering also having pictures included in this journey of grammar challenges. There will be 9-10 levels with grammar challenges before the end where they will get a message letting them know how well they did. 

Using my assessment design checklist I feel that my assessment will be a direct reflection of the lessons taught on grammar. At the beginning of the game there will be a welcome message that clearly states the objectives and give a brief overview of each of the word types. The success criteria will be present in the welcome message as well and will set the stage of the game. AS the students progress through the game correct or not they will receive meaningful feedback with the students seeing how they did and getting reinforcement messages if they need help. I am not sure how they can self reflect yet but with this being a work in progress, I am sure I can find a place for reflection in this game/ assessment.

As I continue the design process I hope to create an assessment that is masked in fun and engagement.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan.