MicroMasters® Program in Instructional Design and Technology
University of Maryland Global Campus (UMGC)
AUTHENTIC ASSESSMENT
DESCRIPTION OF THE LEARNING SCENARIO
A brief description of the learning scenario is to be provided to begin. The learning scenario to be taught here is learning any foreign language, e.g. French (since it is the commonly spoken language in Canada after English). The learning approach model in action here is the Gamification model.
A learning scenario is to be developed keeping in mind the experience of learning a foreign language using a game-like application. The model can be used by developing gamified activities, starting with the basics of language learning like greetings, introducing self, identifying family members, counting, etc. Gradually new levels are to be added, like adding words to the vocabulary, using the correct grammar, sentence making, etc. in different scenarios (like at a restaurant, at home, during travels, at work, in a social gathering, etc.). The idea is to learn the French language in an interactive and fun-filled way.
Elements of Gamification that can be used are immediate feedback, “scaffolding learning” with challenges that increase, gaining mastery as you continue moving upwards to higher levels, progress indicators (using points, badges, and leaderboards, also called PBLs), and social connections where the learner can connect with fellow learners (Gamification in Education, 2016).
To elaborate the mastery game, every correct answer can earn the learner a point, and accumulating a certain number of points can get them to the next level. The winner of the weekly leaderboard may get a certain reward in the form of coins or golds used to unlock privileges like audio lessons or small stories in French. Satisfaction is said to be attained by helping learners feel good about their accomplishments and allowing them to exert some degree of control over the learning experience (Yarborough & Fedesco, 2020).
DESCRIPTION OF THE AUTHENTIC ASSESSMENT GROUNDED IN GAMIFICATION
Starting to progress towards achievements creates commitment among the learners (Madigan, 2016). Learning will become visible through the progress indicators which might even uncover intrinsic motivation for learning. To make the Gamification model more effective, elements such as connection with fellow learners (like players) are to be facilitated to attract the learner’s interest (Gamification in Education, 2016). The key idea is to bring more fun to learning.
Authentic Assessment applies here because the planned activities are learner-centric and they provide a contextual practice of the subject. It is task-related for the learners and the assessment rubric here is clear, as to what is expected of the learners to gain points, that indicate reaching their desired goal of learning the French language. During the learning experience, Formative Assessment can be used so that they get feedback to improve their skills. The gamified activities can be used in Summative Assessment to review the particular training course and the knowledge they have gained throughout the course.
HOW IS IT AN AUTHENTIC ASSESSMENT GROUNDED IN GAMIFICATION AND TIED WITH LEARNING THEORIES?
In the discussed Authentic Assessment grounded in the Gamification, Behaviorism is one of the main learning theories to be applied. The “skill and drill” approach can be used to make the learning retained in the learner’s mind. Stimulus and response can be identified, as well as positive reinforcements or rewards in the form of points, badges, coins, and leaderboard ranking. Having said that, the learner is generally viewed as passive and only responds to environmental stimuli in the traditional Behaviorism. Here, the learner is active and has control over the learning process.
Constructivism is also applied here as the learners in this gamified learning context are actively involved with the activities and they get to use their past experience as well during social interactions with their fellow learners. Learners can feel ownership over their learning as they can design their own activities centered on the learning of the French language. Both the teacher and the learner have an active role in this gamified scenario. "Scaffolding” can be used to support the learners in the beginning (in the form of clues and guidance for the tasks) and become less as they get closer to mastery by making progress in the leaderboard earning points and badges.
The learners will actively spend hours playing while learning the foreign language in this gamified approach, which involves cognitive processes such as memory and attention which relates to the Cognitivism learning theory. The learners are actively involved in the learning process and come up with “schemata” that must be worked with. “Cognitive load” must also be managed effectively by removing extraneous elements and providing what assists them to learn better, such as using audio lessons or small stories in the foreign language to be learned.
The Connectivism learning theory is also applied as digital space and technology permeate the majority of learning activities in this Gamification scenario. Learners can use it to do a search exercise or even collaborate online in game-like activities. There are many free tools and information available for use.
This learning scenario can be applied in both child learning and adult learning, to which the Andragogy (adult learning) theory applies. The gamified elements discussed here increase intrinsic motivation and add the social element in learning that adult learners seek. They are also able to use their experience, self-direct, and know why they are doing the activities given. Autonomy of the learner is essential to the process. It becomes more of a problem-solving space than just memorization which is an important principle of Andragogy.
