ABSTRACT
While there has been interest in games as learning environments for more than a decade (e.g., Gee, 2003), recently researchers have sought to use games as assessment tools (Behrens, Frezzo, Mislevy, Kroopnick, & Wise, 2006; Shute, 2011). Games and assessments share a number of attributes that make them logical partners, including a process model or activity cycle that includes activity presentation, evidence scoring, evidence accumulation, and selection of the next activity to maximize a particular function (motivation, engagement, or information, for example; Behrens et al, 2006). The instrumentation of games allows for the collection of fine-grained interaction information, holding the promise of gathering evidence of both final products and the process of arriving at them.
