ABSTRACT
This chapter explores uses of games that helped students develop what might be thought of as complementary skills and/or knowledge that ultimately supported their work on other assessment tasks. The emphasis, in the instances, was generally on identifying the various forms of disciplinary knowledge demonstrated through playing, making or analysing games; and not on the 'quality' of any game-related product that may have been involved. The chapter explores a different role for games in assessment: the development of what might be thought of as complementary skills and knowledge. Rather, the goal is to demonstrate that teachers involved in the Serious Play project found multiple links between games-based activities be it making, playing or analysing games and formal and informal assessment as well as formative and summative assessment. The importance of teacher planning, ongoing reflection and close attention to what actually happens when games are used by students was also emphasised by Kate, a Victorian primary school teacher working with prep students.
