Game assessment: fun as well as effective

Abstract

Alternative methods of assessing student knowledge are useful since assessment is increasingly being emphasized by administrators, accrediting agencies and legislators. A game (team) format to assess students' knowledge of course material was experimentally compared with the traditional format of testing a student who answers individually. Team‐game scores were more often correct than individual scores in all comparisons. Team decisions, which involved cooperation within one's group while at the same time competing against other teams, were rarely the result of a single individual deciding on the team answer. Students preferred the game‐assessment condition more and also perceived it as a more accurate measure of their course knowledge.

Acknowledgements

The authors would like to thank Dr Frederick J. Gravetter for his helpful suggestions with the data analysis of this study. They also thank Kytrena Vedder for her assistance in conducting this research and Dr Davida Bloom for her helpful comments on an earlier draft of this manuscript.