Worldbuilding: Creating a Sustainable Classroom Environment for Gamification

Gamification has so many benefits including increased student engagement and willingness to take on new challenges without the fear of failure. We have been using Classcraft, an online gamification platform that transforms our learning into a game, and we are off to an amazing start! Part of what has made us so successful is that my students had been practicing necessary online learning skills since August, and now they are able to apply these skills independently within a blended learning environment.

I think it’s normal for the newness of an experience to wear off after a while, and it’s easy to fall into a predictable pattern of learning and planning, so I’ve taken intentional steps to keep our learning experiences fresh and engaging.

It’s my goal to create a classroom environment- our own gaming world- that makes our gamified blended learning sustainable. Community, story narrative, and engaging content are key aspects to consider when worldbuilding.

Community

Online learning is not synonymous with isolated learning. The community aspect of a classroom should transcend the actual location of learning- whether that is online or face-to-face. Regardless of where and how students are learning, they should have opportunities to interact with the content and their learning community.

Building a positive community within a competitive gaming situation is critical. Friendly competition is great, but what’s even better is a collective community that is genuinely interested in the learning of everyone involved. One way that we build our community is through collaborative battles within our game. Boss battles are formative review challenges within Classcraft where my class work together to defeat a fictional character. When the class is counting on every student to work hard and be prepared, students are motivated to invest in their peers. It’s powerful stuff!

My student groups also compete throughout the day for extra XP. The red team created a goal without any prompting from me, showing me that they are interested in building up our community too. Classcraft also has random events that can award students points, deal damage, or provide a silly way to have fun together. Whatever the outcome, whether good or bad, we are in it together, and it reinforces our community.

Narrative

Each quest within our game includes a fictional story. This narrative follows us from one adventure to another. An interesting story goes a long way toward keeping students interested in completing online tasks. I realized that my struggling readers were sometimes missing the narrative of our game because it was difficult for them to understand.

For that reason, I started creating short “quest trailers” that help students jump right into the story and understand the objective for the quest. It was a big hit with students, and after I started using these videos, my class as a whole was more interested in the story behind our game.

Since the quest trailers are a bit time consuming to create, I’ve also been using Blabberize to help students get excited about quests. It’s a quick and silly way to engage my learners, and they are excited to start making their own blabs in the near future.

Secret missions are also a bit hit for my students. I let them know that I’ve “hidden” an extra task in our quest with a large reward. They can unlock the secret mission when they complete a certain task, but they don’t know what that task is, so they are extra motivated to complete their work.

Engaging Content

Let’s be honest. Boring content is boring content. If I want my students engaged, then I need to find and create resources that they are interested in. Our online lessons include a lot of various media- articles, infographics, visual charts, pictures, Youtube videos, book read alouds, songs, and teaching videos I’ve created.

Here are a few of my favorite tools and sites for finding and creating engaging content. I'd love to hear your favorites too- add a comment below!

• Playposit allows me to make any online video interactive for my students.
• Flipgrid is a great way to allow students to interact in online discussion or demonstrate their understanding for an assessment.
• Wonderopolis is a fantastic site that provides students with interactive images and videos on a variety of topics. It’s a great way to encourage students to explore a topic.
• Thinglink allows you to make any image interactive. There are lots of different pricing plans, but the basic version is enough for me.
• Kidsdiscover has some great infographics for download.
• TheKidShouldSeeThis has short educational videos that are perfect for my learners.

Every Game Needs a Gamemaster

In this journey into gamification, I’ve realized that my students take their cues from me. While my role is to prepare content, give feedback, and provide instruction so each student moves toward mastery, I also have the important role of Gamemaster.

It’s important that I show my excitement and willingness to be silly and play with my students while we learn. I’m both the teacher and the Gamemaster. I set the tone for a positive community and a positive game experience, which means my students need to know that I’m all in!

Beginning Gamification with Classcraft

My goal in gamifying our blended learning rotation during reading groups is to increase motivation and engagement when students are working independently. Since students are working on their own, and not in a whole group setting, I was in need of a sophisticated gamification app to both deliver online content and assess student learning. 

While I like the idea of being able to customize game settings to best meet the unique needs of my learners, I really needed an app that is easy to use for a complete novice in the gaming world (that’s me!). Classcraft is a perfect fit. It’s really great, guys! I can easily customize settings for my class, and it has online support via chat, community forums, and all kids of video tutorials. All those resources made it really simple to get things all set up for my class. 

Basic Features

I created accounts for my students and assigned teams in only about 10 minutes. Once that is done, individual students are able to create their own character. Student teams work together to gain points, protect one another from possible negative events, and ultimately, level up in the game. This collaborative aspect of the game provides an extra layer of motivation through peer accountability. As the gamemaster, I can assign students or teams points or damage based on their class behavior, very much like Class Dojo. All this is free for teachers! 

Teachers can view student profiles and add points from
 a computer or smartphone. 

Delivering Lessons and Assessments 

It gets better! What I’m really excited about is quests. I decided to pay for a premium account so that I would have access to this feature. Quests are a series of lessons and tasks that I create for my students. This is how I deliver online lessons and assessments. Each task is accompanied with a story, where I write a narrative of what is happening in our fictional world of the game, and what characters must do to complete the quest and win. 

This map outlines the seven tasks students must finish to complete the quest.

As students work their way through each task, they reveal a new part of the map we are playing through and earn rewards for their character and team. When students earn enough points, they level up, making their character more powerful and acquiring new skills. Students can also use the gold pieces they have earned to get a pet for their character or buy new accessories to make their characters look extra awesome. 

Personalized Learning 

Another great feature for quests is that I can personalize learning for my students. Within each quest, I can create multiple paths for students to reach success. If Student A is completing tasks well, she can continue on the normal path, or even choose a more challenging path. When Student B shows that he has not mastered a skill, I can set up the quest so that he automatically follows a separate path to receive reteaching and extra practice before progressing to new skills. How great is that!? 

After a bit more practice, I plan to start creating quests with these more complex paths to personalize student learning. Here is my first attempt. The yellow path is the most direct route and requires basic mastery of skills. The red detour includes reteaching and remediation activities, while the purple detour challenges students to apply their learning in new ways. 

This map shows multiple learning paths for success. 

Initial Implementation

We have been using Classcraft in our reading groups for about two weeks now and we LOVE it! My students are so engaged and motivated. When students have failed at a task, they have asked to try again so that they can further develop their character. They have even asked if they can "play" Classcraft at home. Wow!! This is winning!

My next goal is to maintain this motivation after the honeymoon phase wears off. I can’t wait to see how my students learn and grow using gamification! 

Leveling Up: Gamifying Instruction to Increase Engagement

I told my students that my goal for 2018 is to have fun. I stopped straightening my hair, my husband and I set up a 15 foot trampoline in our family room for our kids (no really, we did that), and I committed to gamifying part of our instructional day. Let the fun begin!

Gamification Basics

I was introduced to the concept of gamification during my graduate course work last semester. Gamification is a fancy term that basically means using game design principles in a non-gaming context. It can be as straightforward as transforming learning activities into games or a more subtle application of game design principles to learning tasks. Game design principles include concepts like cooperation, competition, point scoring, genuine challenges, and character development.

Gamifying your classroom can be as simple or as complex as you choose to make it. Some teachers choose to make their own game for their classroom in order to customize features including backstory, characters, rules, and objectives. At the same time there are many user-friendly apps that you may already use in your classroom:

• Kahoot A quizzing app allowing students to compete against classmates when answering questions.
• Quizizz A quizzing app that can be teacher or student paced.
• Class Dojo An app focused on building positive classroom community through teacher feedback.

Student Benefits

Playing games is part of our culture, and students can be highly motivated by game-based learning opportunities. Honestly, not of all my students are motivated by the grades they earn, but most are willing to spend hours working to beat a challenging level in their favorite video game. Pairing student motivation related to game playing along with learning tasks has the potential to increase student engagement.

Like with coding, failure in gaming does not usually result in immediate frustration like we so often see when our students are given a challenging educational task. In gaming, failure is an opportunity to gain immediate feedback on a mistake and try again. This type of growth mindset goes a long way in helping students develop perseverance and problem solving skills. If incorporating game design into learning tasks helps my students view challenging academic tasks in this way, then I’m all for it!

My Goal

My goal for this grading period is gamifying the blended learning portion of my reading groups.

I use a blended learning model for my guided reading groups because I want to maximize student learning when they are working independently. Last year, I created online lessons for students to complete independently. When we met face to face, I would provide instruction to further their progress based on their achievement so far. We experienced so many benefits of blended learning, and I found that my students were highly motivated to complete their online lessons at first because it was something new for them. There were also excited to have the responsibility of working independently on their Chromebooks. Unfortunately, when the initial excitement wore off, some students tended to stall out, and they lost interest in making progress.

My answer to that problem is using gamification to prolong student motivation and engagement while working independently. I’m looking forward to trying this with my students, and I’ll be sharing our experience in the coming weeks!

If you’re interested in learning more about gamification, watch this interview with gamification guru James Paul Gee. He makes some great points about teaching to meet the needs of today’s students.

Coding: Developing Critical Thinking and Perseverance

Sarah has taught elementary for 12 years in Kindergarten, second, fourth, and fifth grade. Across grade levels and subjects, she has noticed that students continually struggle with problem solving, perseverance with challenging tasks, and logical thinking. Sarah decided to look into this problem further. Reading various articles comparing student success in math across the US, China, and Singapore, revealed a few stark differences. Most notably, Sarah found that both China and Singapore focus on computer science programs starting at an early age.

After some serious reflection this past summer, Sarah decided to set a challenging teaching goal for herself:

My goal is to create and pass on students who are overall better thinkers. Through the use of STEM, coding, and Makerspace, students will be able to transfer and grow in key life skills and use them in all parts of their education and careers.

This week is Computer Science Education Week, highlighted by the Hour of Code. Computer science skills are critical for our 21st century learners, and the Hour of Code encourages teachers to ensure that every student gets the opportunity to experience programming.

I visited Sarah’s classroom this week to see how her students have developed their coding skills. Students have the freedom to apply their coding skills to a variety of tasks based on interest. I saw two boys using coding to produce music through Code DJ, while their neighbor used code to control her digital robot to perform tasks in Robot Rattle. Nearby, another young lady created her own dragon with Dragon Blast and developed code to make that dragon perform different tasks in a game setting.

Coding with Flappy at code.org

Students write code by dragging and dropping code blocks. Beginners start with simple coding sequences while more advanced games allow for multiple variables to be adjusted.

Every student was working on challenging tasks. After only 20 minutes of engaging with Sarah’s learners, it was easy to see the benefits that coding has had on student learning. Here’s what I noticed:

Students were applying the critical thinking skills of logic and reasoning.

While working with a young lady, I noticed that she had to anticipate each action that she wanted her dragon to make, visualize the move, and then create code to match. When part of her code didn’t work, she analyzed her work, determined the glitch, and went about fixing it. Look at all of those higher order thinking skills she was using!

Coding through game-based learning made failure nonthreatening.

Students were continually writing bits of code and testing to see if it worked, receiving immediate feedback on their work. Every student encountered problems with their code, so every student experienced failure. They learned through a process of trial and error, learning from their mistakes in order to complete their task and reach their goal- just like they learn to play video games. Students weren’t discouraged by mistakes to the point of shutdown; they viewed their struggles as a positive challenge. If you’re interested in learning more about video games and the learning process, hear what expert James Paul Gee has to say.

Struggling readers were motivated to read print and interpret visual information.

I noticed a handful of students who don’t particularly love reading willingly decode and strive for comprehension when reading coding tutorials. They were motivated to read because they had a need for the skill that was relevant and interesting.

Students were engaged in productive struggle, demonstrating perseverance with challenging tasks.

An ongoing conversation that I’ve had with teachers revolves around the question, “How can we teach students to care about persevering when problems are difficult?” It is so common to see students disinterested in completing challenging problem solving during math. Designing tasks that require these skills is easy to do, but teaching students to willingly struggle through a problem is a different story. The trial and error process of writing code is a great way to develop these skills in students. Since the beginning of the school year, Sarah has seen a decrease in students shutting down in math when problems are difficult. They are willing to take risks, try various strategies, and persevere when the work is tough. They are transferring their learning behaviors from coding to math. I think Sarah is making excellent progress toward her goal of developing better thinkers!

How to Get Started with Coding

Sara is using Code.org, a free resource for teachers. She started only two months ago and has seen great progress. Not only does Code.org have a K-12 curriculum with lesson plans, resources, and online coding practice/games for students, but the organization also offers free workshops for teachers to learn about teaching coding. It has all the tools a teacher would need to get started. As a teacher, you do not need extensive training or a deep understanding of coding to help your students develop their computer science skills.

Need proof? Sarah and her students explored the first lesson designed by Code.org for fifth graders- Algorithms Unplugged: Tangrams. Student pairs used tangrams to learn that algorithms are simply a series of commands. One partner viewed a simple tangram design and attempted to give directions to their teammate who had to recreate the image. Students learned that directions (algorithms) need to be detailed in order to produce the desired outcome. This is a foundational principle of computer science and coding. Once students had a basic understanding of this concept, they were ready to see how algorithms work in actual codes. After exploring tangrams with her class, Sarah encouraged her students to play a quick coding game from Code.org to see algorithms in action.

It’s not too late to join in the Hour of Code and encourage your students to experience programming this week. All the resources on Code.org are available for teachers at anytime, so if you’re like me, you might take some more time to plan. Either way, computer science skills are important for today’s students, and they can develop the critical thinking skills and learning behaviors necessary for success! See the great resources for planning your Hour of Code here.

Student Blogging for Self Reflection

I spent some time over the summer brainstorming ways to incorporate blogging in my classroom. After a bit of goal setting and planning, I’m excited to share that we’ve made great progress this week! To get the most bang for our buck, I’ve decided to teach my students about reflective blogging. Teaching students to reflect and process their learning while also setting their own learning goals is a great way to increase student agency.  

I recently read an excerpt from Larissa Pahomov’s book, Authentic Learning in the Digital Age: Engaging Students Through Inquiry. It explained that relevant student reflection must be metacognitive, applicable, and shared. I’ve incorporated Pahomov’s example guiding questions to teach my students metacognitive reflection. I think this will help my students to slow down and actually process their learning, rather than simply complete their work. Their reflections will be applicable because we will reflect each week, rather than only at the end of grading periods, so students will have the opportunity to think about their learning, set goals, and make changes. Finally, student reflections will be shared through student blogs.  

This week we explored how a blogging community interacts and communicates. I was inspired by the work that this teacher is doing with her class and followed her example of first practicing with “paper blogs” and post-it comments. We practiced reflecting on our learning and commenting on peer writing. By the end of the week, our classroom was abuzz with excitement and conversation as students published their first blog posts and began commenting with their peers. They took ownership and named their blogs things like Blog Boy, Learning Like a Boss, and Student Power.

Blogging Benefits

Building Community

Online communities are great for connecting individuals with similar interests who otherwise would not have met. They are also a wonderful way to build classroom community. I was amazed this week as I read through student blogs. My learners were open and vulnerable in their initial posts in ways that they wouldn’t have been in a typical classroom conversation, sharing about struggles that they faced this week and how they wanted to improve next time. Even better, the comments that their friends made built up our learning community! One of my students had a particularly rough morning and chose to blog about it. Her classmates were so positive and supportive in their comments that she left her disappointment behind and had a terrific afternoon. That’s the power of a great community!  

Authentic Audience

My students took a great deal of pride in their writing when their blogs were published for their peers to read. They were motivated to create interesting content because their peers are serving as an authentic audience. They were so excited to hear that we would be blogging each week because they found a sense of purpose in the work I was asking them to do. They took ownership of their work and wanted it to be their very best.

Equal Access

One of the greatest benefits for using online blogging is that my struggling writers can use Google Read and Write to create interesting writing and respond to their peers. They are not left out of our community due to difficulties they might face when writing with paper and pencil. Technology gives all my learners full access to our class blogs.

Student Voice

Blogging allows open conversations to start between students allowing every student to have a voice. During a typical classroom sharing activity, students usually would only have time to share with one or two friends. With a blog, though, students aren’t limited in that way. They can comment anytime and anywhere, extending student voice beyond our face-to-face interactions.  

Avoiding Possible Issues

Internet Safety

Most blogging sites are blocked by our filter for a good reason. Both privacy and safety are major concerns when young students participate in an online community. While my fourth graders are learning digital citizenship concepts, we need a safe space to put our learning into practice. For these reasons, I’ve created a sheltered blogging experience for my students using Google Docs. Our class homepage acts as a directory, linking each student’s blog, so that our writing is easily shared within our safe environment.

Shallow Comments

In order for students to benefit fully from participating in an online learning community, they must learn the purpose for online commenting. Rather than simply commenting “Me too!” or giving shout outs to friends, online commenting can allow students to engage the writer through connections and questions. In order to avoid shallow comments, I’ve taught a series of lessons building upon our peer-feedback skills. We first explored examples of real blogs and their comments and then practiced making strong comments in response to student projects published on our learning hub.

Static vs. Dynamic Environment

I really want engaged learners in our online community. It would be so disappointing for students to lose interest in blogging because they feel like no one is reading or commenting on their blog. For this reason, I’ve taught my students the playground analogy that I read about on Dean Shareski’s blog. He teaches students that in order to make a friend, you must first be a friend. In other words, if students want their peers to read and comment on their blog, they must also read and comment on other blogs. This can lead to a dynamic online environment in which student comments build upon each other, ensuring that every student can remain engaged and connected.  

Next Steps

For the rest of this grading period, I plan to take time each week to teach mini lessons about blogging and self reflection while also applying digital citizenship principles that we have learned. My main goals with this project are to foster a love for writing, deeply process learning tasks while and develop a positive classroom community. I think we are off to a great start!

Looking Back and Planning Ahead

Quarter One Recap

Over the summer, I spent some time reflecting about the changes I wanted to make to my instructional practices this school year. I set two very large goals. First, I decided move to a math workshop model for daily math instruction. During our first quarter, we successfully settled into the daily expectations and flow of learning. My co-teacher and I have seen huge student benefits using this model including small group instruction, daily differentiation, and greater student motivation. With teaching about six or seven students at a time, we also have a much clearer understanding of each student’s progress toward mastery. At the end of quarter one, we started moving toward blended learning by incorporating technology into our workshop. We are excited to move forward with our workshop model next grading period.

My second large goal for this year is to incorporate at least one student project inspired by my graduate school learning each grading period. During the first quarter, my students used their Chromebooks to record video book talks and provide peer feedback as a performance assessment for our first language arts unit. My students learned important language concepts and technology skills while boosting their confidence when publishing work online.

Quarter Two Projects

There are two projects that I think my students are ready to take on this grading period that I’m pretty excited about!

Visual Literacy and Graphic Novels

I recently had a Donor’s Choose grant funded by some very generous donors to supply my class with sets of graphic novels. I learned all about the importance of visual literacy for our 21st century students this summer. I studied the benefits of graphic novels in teaching visual literacy, and now I plan to apply those concepts during small group instruction.

Some educators and parents are probably skeptical about using graphic novels and comics to teach reading skills and concepts. I used to agree with the stigma that comics and graphic novels aren’t “real reading” because I thought you need lots of text in order to engage in deep comprehension and improve reading skills. I’ve learned, though, that graphic novels are actually quite sophisticated. They require readers to practice abstract skills like making inferences, understanding symbolism and metaphors, and using point of view. What better way to engage reluctant readers to analyze text for deeper meaning?

Graphic novels also provide our students with practical and motivating ways to interpret information in different ways than traditional prose. More and more, student are acquiring information on the internet through videos, graphic depictions, models, and interactive learning modules. Learning to analyze and understand images through reading graphic novels is both relevant and beneficial for our digital learners.

If you’re interested in reading more about using graphic novels in your reading instruction, I recommend these two quick resources: NCTE’s Using Graphic Novels in the Classroom, and Scholastic's Comic Books.  

Student Blogging

There are so many potential learning benefits with student blogging. Not only can student create content for an authentic audience, they also have ownership and purpose for their writing. This quarter, I am having my students complete a weekly blog post to reflect on their learning for the week. They can post about anything they learn about as a way of processing their learning and setting goals for the following week. Classmates can comment and make connections to their peers, and parents can track their student’s weekly reflections and support their learning at home.

I have chosen to have student blogs center around reflection because I think it is a valuable learning task that is currently lacking in my classroom. Mindshift’s writing, What Meaningful Reflection On Student Work Can Do for Learning, says that in order for reflection to be meaningful, it must be metacognitive, applicable, and shared with others. I think it will take time to coach my students toward this type of reflection and away from simple summarization, but I think it will be incredibly beneficial for their learning.  

Success with Video Book Talks

When setting my personal goals for this school year, I decided that I wanted to incorporate at least one new technology project per grading period. For the first quarter, I implemented a performance assessment that I created last year in which students use technology to create video book talks.

I expected that this project would give my students opportunities to practice 21st century skills and create genuine content for an authentic audience. The implementation of this assessment far exceeded my expectations, though. During our reflection time together, I realized that my students took risks, overcame fears, and grew as a community. Wow! What a powerful and worthy use of our time!

Video Book Talks

The performance assessment I’m implementing follows our first fiction unit in which students learned summarizing, inferencing, story elements, supporting ideas with details from the text, and the writing process. The assessment I created requires students to analyze story elements and apply summarizing skills in order to create a video book talk for a peer audience. Students must use writing skills to compose an organized script along with speaking skills to clearly communicate their ideas to the audience.

The benefit of adding technology allows students to produce genuine work that their peers will benefit from. Students can view multiple book talks for a variety of purposes: discover a new book to read, practice making appropriate comments in a discussion, provide feedback for peers, and compare or contrast various book talks for the same book. Moreover, the natural accountability of performing for a peer audience is great motivation for students to do their best work.

Here is the task I presented to my students:

The local library is creating a collection of book talks to introduce students to interesting books. As a librarian, your job is to write a script and create a video book talk explaining the main events and elements of a story without giving away the ending.

Creating Student Projects

Creating our book talks took about a week, including investigating elements of effective book talks, modeling, and student work time. I allowed students to choose their own picture books from our library to read and discuss.

I was expecting it to take a while to help 33 students record their book talks, especially because we cannot record at the same time due to noise levels. What I didn’t consider is that it would take us about an hour of recording time. As it was, my co-teacher and I were joined by our friend and instructional coach, Laura. She joined us so that we could better meet the needs of our students while recording. My co-teacher lead whole-group activities in the classroom while Laura and I helped students to record their book talks in a smaller setting. I know it will be a bit quicker in the future, because students will be familiar with the process and each student won’t need quite so much support.

There are so many options out there to use for a project like this like Padlet and Flipgrid. Instead, I decided to use the learning hub, our learning management system. I simply made a class discussion where students could record their book talks using the built-in recording option within my online class in the hub. Once students submit their work within our discussion, the class has instant access to view and comment on everyone’s work. There is no need for any additional software, and it’s easy for my students to navigate.

Student Responses

I was also surprised by how nervous my students were. They were very excited throughout the week with the promise of making videos. So, when it came time to record, I found myself reassuring many- MANY- students that they were going to do a great job. It was a nice reminder for me that my students were taking a social risk with this project. In the end, each student completed their book talk and published for our class.  

Here are a few highlights from our class discussion when reflecting about our work for the day:

“I was nervous, but I’m glad I did it because now I know I can.”

Wow! What a powerful statement. I didn’t consider that this assessment would be a way for my students to build their confidence in this way. I knew they would be trying something new, but they had such a sense of accomplishment. I am so proud of them for taking a risk and learning just how great they can be! I even had one student say, “It was fun to see myself on TV. I like me!”

“I don’t want people to see my mistakes.”

This led to a really great discussion about our classroom community being a place where our best work doesn’t have to be perfect. We talked about how we make mistakes with each other every day when reading, solving math problems, and building friendships. When I asked students to raise their hand if they made a mistake in their video, every single student raised their hand. Relief swept through the room when students realized mistakes were a common occurrence.

“I wasn’t so good at it yet.”

Yet. I love that little word. While this student was critical of her work, she has the expectation that she can grow in these skills. She has a growth mindset. Hooray!

My students were also able to give me valuable feedback for the next time we make video recordings. They want to be able to record in private, so that others aren’t watching or walking through their recording in the background. They’d also like more time to record multiple takes so they could pick their best video. Finally, some students would like the choice of doing an audio recording rather than a video. I think this is a wonderful option to offer for students who are feeling too nervous to be on screen.

Small group recording

Following some modeling on specific feedback, my students also provided each other with valuable comments. After our comment session was through, students took time to read through their comments and then verbally compliment their peers in class. You should have seen my kiddos shine! Our final step was to write comments on our own threads stating goals for our next book talk assignment. I’m really looking forward to how my students will grow the next time we do this.

Listening to peer book talks

Providing feedback for peers through comments

A Note on Performance Assessments

In a time in which achievement measured by standardized tests is a priority, my goal is to provide an alternate assessment tool that can assess the application of skills identified as critical for success in society today beyond typical paper and pencil tests. In my opinion, our standardized approach to assessment doesn’t fully measure the complex skills our students need for success. If students can practice and demonstrate higher order thinking, creative problem solving, and other 21st century skills, they will be better prepared for their futures.

As I was creating various performance assessments last year, I chose to start with the skills that real scientists, writers, and other professionals apply in their work because I want my students participating in genuine learning experiences. The types of products these professionals create were a starting point as I began upgrading my assessments.

Moreover, I want my students to be engaged and motivated by authentic and challenging learning activities, so I created the assessments to be situational. Each task gives students a specific role and authentic challenge that adults and professionals could be found engaged in on a daily basis.  This way, students can fully experience the content they are learning about with real-life application, rather than simply reading about it.

I’m so pleased that I used this assessment with my students. I can’t think of a traditional test that I’ve ever given that challenged my students personally, socially, and as a community. This assessment not only checked student learning, it extended it. That’s a win!