Many approaches to instructional design engage users in imagining possibilities for themselves and a community’s view of the world in addition to showing or explaining that world to them. As a case in point, many videogames exemplify the idea that learning how to “be” a kind of person, or professional (e.g., soldier, doctor, thief), accompanies how to “do” the range of skillful practices associated with a particular discipline. However, whether and how these novel design affordances inform the study and practice of instructional design remains an open question. This essay explores specific opportunities for expanding assessment practices, particularly for formative purposes as players transition between and beyond educational videogame experiences. To this end, it considers information, evidence, and assessment with respect to educational videogames, attendant arguments for expanding assessment practices, one design that embodies these arguments, and implications of the work for instructional design.
|Journal||Journal of Applied Instructional Design|
|State||Published - 2013|