Understanding Social Assumptions and Consequences in Assessments

Different assessments are built on different ideas about what learning should look like and how students compare to each other. Norm-referenced tests, for instance, assume that abilities naturally follow a bell curve, meaning some students will always be at the top while others are at the bottom. This kind of ranking can push high performers to excel, but it can also hurt those who aren’t doing as well, making them feel less capable or motivated.

Criterion-referenced assessments work on the idea that every student can reach a set standard if given the right support. The focus here is on whether students meet predetermined goals, not on how they compare to each other. While this approach can boost confidence and encourage learning at one’s own pace, it might also create pressure on teachers to help all students reach the same level, which isn’t always realistic.

Self-referenced assessments look at each student’s progress over time. They assume that improvement is the most important measure of success. This method can help students see their own growth and build self-esteem, but it might leave them unsure of how they measure up against larger expectations or their peers.

The Shift Toward Alternative Assessments

To review, alternative assessment is an approach to evaluating student learning that moves beyond traditional tests like multiple-choice exams. Instead of simply ranking students on a bell curve, alternative assessments focus on real-life skills and the process of learning itself. As described in this module, this method challenges the idea that all students must be compared against one standardized norm. Yusop et al. (2022) further emphasize that alternative assessment shift the focus from merely grading students to supporting continuous learning. It recognizes that learners have unique strengths and weaknesses, and that assessments should capture growth, creativity, and practical abilities rather than just textbook knowledge.

Gamified Assessment: A Game-Like Approach to Evaluation

One exciting example of an alternative assessment is gamified assessment. In this approach, the evaluation process is designed to look and feel like a game. Imagine starting an exam with your own avatar, which is a digital character representing you. As you answer questions correctly, you earn points, unlock new levels, and collect badges, much like in your favorite video games (Kocadere & Caglar, 2015). Each level in the game represents a deeper layer of understanding, and the questions get more challenging as you progress. This structure not only tests your knowledge but also keeps you engaged and motivated throughout the process.

A major benefit of gamified assessment is the immediate feedback you receive. Unlike traditional exams where you might wait for days or weeks to see your results, gamified assessments update your progress in real time. This instant feedback lets you quickly identify which areas you understand well and which ones need imprivement, helping you adjust your learning strategies on the spot (Menezes & De Bortolli, 2016). Additionally, elements like leaderboards add a competitibe edge that can further motivate some students, although this might also increase stress for others.

Overall, gamified assessment transforms evaluation into an interactive and engaging experience that supports continuous learning. While its success depends on carefu design to ensure the focus remains on learning rather than merely earning points, it holds great promise as an alternative way to assess student performance in a more dynamic and personalized manner.

References:

1. Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of E-Learning and Knowledge Society, 11(3), 85–99.
2. Menezes, C. C. N., & Bortolli, R. De. (2016). Potential of gamification as assessment tool. Creative Education, 07(04), 561–566. https://doi.org/10.4236/ce.2016.74058
3. Yusop, F. D., Firdaus, A., & Syed Omar, S. N. S. (2022). Introduction to Alternative Assessment. In Alternative Assessments in Malaysian Higher Education (pp. 1–7). Springer Singapore. https://doi.org/10.1007/978-981-16-7228-6_1