Monthly Archives: August 2017

There’s More to Assessment Than Grades?

So, you know the course is working if students are playing the games, right?

Well, that’s a good start, but there is such a large opportunity to learn more about what students are receiving from this course! The students playing the game shows us that they might be doing their homework of preparing for day-to-day classes, but are they understanding the underlying message of the game? Are they able to reconstruct the game to teach a different message? Are they able to teach the game in their own words with game-specific lingo?

All great questions that can be found through different forms of assessment!

Our first (and final!) form of assessment will be a pre and post test to the students in the course. This test is not actually a test, but moreso a form that students will populate with their current understanding of gaming and leadership knowledge. It includes likert scale questions that are answered on a 1 (very little) to 5 (very much) scale. It also has open-ended questions where students can choose to answer as lengthy as they would prefer, such as describing their approach to leadership. Comparing the pre-test that is given at the beginning of the semester to the post-test at the end, we are able to see any increases in comfortability with gaming and  leadership concepts, as well as personal growth in formulating their philosophies in these areas. Witnessing a student’s leadership definition go from 3 words to a paragraph long with examples supporting it makes my heart flutter!

Another form of assessment for the course is collected through in-class discussions. There is allotted times during each class session where students have the opportunity to participate in these conversations, sharing their thought processes and quandaries about the topic. We have also made available online discussion forums if students feel more comfortable sharing their thoughts digitally rather than in class. These discussions help us to see where students’ understandings are in regards to depth and clarity of the topics each week. These discussions are not necessarily for a grade, but rather to help us, as instructors, to guide the conversations and provide extra support to the students that might need it.

Speaking of grades, we will be using assignments as an addition form of assessment. This is where it starts to get somewhat tricky… Because the assignments have been completely gamified into experience points (XP) and students choose what level they want their characters to end on, we expect some students will not be as driven to reach an A+ level. Some students may be okay with earning a C in the class and only turn in that many assignments. (Thus, we have other forms of assessment to ensure learning is still happening!) The 80+ different types of assignments will help us to see where the students seem to direct their energy in completing “the missions” (assignments). Perhaps Student A submits many assignments in the current events category, so we may try to provide additional current event information that we come across for the student to delve deeper if they so choose during their own time. Maybe Student B submits multiple game designs for different assignments, showing interest in game design for a career, giving us the head’s up that we could introduce them to someone we know in the field- helping to make those crucial connections for internships, experiences, and perhaps even jobs!

In addition to these more immediate types of assessment, JS and I will also be completing an overarching data comparison with all of the data collected in this course with a previous, similar course that had been offered in the past in a different department. What this comparison will look like is still up in the air, but we thought this comparison would be important to see what differences we made in the course made a positive or negative impact on the students and their learning.

So, what’s next? Just collect the data and move on to the next class? Absolutely not! After visiting the data, JS and I hope to not only revamp the class accordingly (to better support our students and their learning), but hopefully continue to build off of this class in other areas of our professional lives. Yay for data making a difference!

Collaboration and Creation

JS: I have worked with a lot of people through the year. The day we are writing this and posting it is the final day of my twelfth year at Miami University. I’ve served on a number of committees, worked on tons of projects, and done a ton of different things. I’ve never had a collaborative relationship like this one. To start with I was never asked about doing it…Bethany told me we were going to. And then she told me her time frame and I thought she was insane. Looking back at it 8 months later…it is easily the best collaboration I’ve ever been a part of. And I think that is because we are, very much and in a lot of ways, opposites.

B: The collaboration piece of this project is what made the end product so amazing. JS had an idea and I believed in him- so I may have given him a little extra push with some confidence… and an aggressive timeline. JS was our big picture person. It was JS who brought in the overarching idea for the class and goal of having everything gamified. I came along and helped to set up the checkpoints to ensure we got it done and met all of the adminsitrative-y things along the way. The details? Well, let’s just say we were not saving the trees with how many post-it notes we went through when going back and forth come to a “decision” in our discussions.

JS: Bethany hit the nail on the head. I am very much an idea person and not so much with the executing. Even StrengthsFinder will tell you that. I took a course to learn to facilitate strengths and they gave us our full list. The highest thing in the Executing theme of the signature themes was 14th. Ideas…that I can do. Following through…not so much. Bethany made sure I followed through. And pushed me to be a better collaborator than I had ever been. Or as she called it…a mountain builder.

B: Oh, StrengthsFinder… I think 4 of my top 5 were executing? (JS: I think sometimes she wanted to execute me…) Anywho…

Overall, I was impressed that we were able to not only meet the aggressive timeline, but surpass it with everything we were able to achieve. Not only did we create the course, but we also wrote a grant (that was awarded!!!!), created the online portion of the class, connected with multiple academic departments to cross list the course, get it approved by the university, do initial planning to ensure the course was as accessible as possible for students with all learning styles and abilities, create materials for the course, build over 100 types of assignments…. Well, need I go on? Seriously, this team was ON FIRE!

JS: Assignments? I think you mean quests. We decided to come up with a totally different framework from how we’ve done classes before. However it didn’t start with this class-I gave Bethany the opportunity to fully re-write a different class I coordinate. No restrictions-no limitations…take the general idea and make something new. And she made something I would NEVER have created. I would not have selected the concepts she wanted to cover. I would not have chosen the format. After a bad experience with two-day, shorter classes I wouldn’t have switched that. And she was able and willing to create something new. She proved an ability to challenge me to stretch myself and become a better person. She created a totally different way for things to be done and different class concepts I would not have chosen to teach but that are perfectly relevant. Working together on that class built a trust that when she said “we are doing this” I believed her. When she would challenge something I was thinking it was to make things better and push me in a new way. It was really all for the benefit of the students and the class. So I allowed myself to be led down a path that I had just visualized a few years earlier and was unsure would ever be a reality.

B: I think JS hit on the two key pieces of our work together: trust and challenge. I am the safe player. I can tell you the next ten moves, ten weeks in advance- it’s just how my brain worked. JS challenged me to think in a way that helped me grow and helped to build the best experience possible for our students. When JS challenged my ideas, I was scared- we travelled into the unknown! EEK! But, that is when the best ideas came to fruition. I followed JS into the scary abyss of the unknown and he allowed me to put it into something physically in front of us to continue to make sense of. This created trust between us. We knew that where one person was nervous or lacked confidence, the other person could be the foundation. Thus, the mountain building phrase we came up used throughout. Didn’t mean it wasn’t butting heads sometimes, but it was constructive and created the peak!

JS: An interesting thing to notice here…since this is a leadership class. We were both leading. And both following. Both equally important, in my opinion, to good leadership. We were willing to set everything else aside for the good of the class and students it would be serving. The students were always our focus-what would be the best, most engaging classroom experience for them. We shared similar goals and worked together to reach for them.

B: Also good lessons to be learned- We failed. There were days that we got almost nothing done. Days that we were on completely different ideas as to what we thought things looked like. But, it was through these “failures” that we succeed. When these days happened, we took a breather and came back with a fresh mind and ideas and continued to build the mountain. WE did it!