论文部分内容阅读
This study strives to develop improvements to the best practices of using games as assessment tools in an undergraduate teacher education setting.Consideration was given to maintaining a high level of motivation for student learning.Also,a desire to develop assessments that are by nature meta-assessments affected the design of our work.The Jeopardy game was presented in the in-class section of a hybrid course,and a follow-up survey was completed by most of the participants and viewers.The survey results and empirical analysis of observations by the game's presenters showed the following: a.Motivation for the game and desire to use games in their future classrooms was high.b.More planning was needed when compared with more traditional forms of assessment.; c.The game assessment could indeed function as a meta-assessment,specifically when students create and run the games.Additional research is needed on the last point,but initial findings demonstrate that this study can produce definite improvements for undergraduate teacher education degree programs.