Using game-based training to improve students’ assessment skills and intrinsic motivation in peer assessment

ABSTRACT

Formative peer assessment is widely used in education to foster student learning. However, it is critical to provide students with assessment training before engaging them in peer assessment, as students may not be capable of understanding marking criteria and critically assessing their peers. The present study examined the effects of gamed-based assessment training on students’ assessment skills and intrinsic motivation. A sample of 48 students participated in two peer assessment training modules; one control group was given the traditional, calibrated training and the treatment group received the game-based training. Data analysis indicated no significant difference in students’ assessment skills between the two groups. Nevertheless, students in the game-based group showed a significantly higher level of intrinsic motivation than students in the calibrated training group. Qualitative analysis of students’ reflection essays confirmed the quantitative findings that game-based training may have improved students’ intrinsic motivation. Implications and limitations are discussed.

KEYWORDS:

• Game-based training
• calibrated training
• formative peer assessment
• intrinsic motivation
• assessment skills

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Lan Li

Lan Li is associate professor of classroom technology at Bowling Green State University (BGSU), USA and holds a Ph.D. in Educational Studies from University of Nebraska_Lincoln, USA. Her research interests include technology-facilitated teaching and learning, technology preparation in teacher education, and e-learning. Lan Li is enthusiastic about integrating her teaching experience and research interests with service opportunities that serve the educational needs of surrounding and global communities.