ABSTRACT

More than a decade ago, educational researchers began to explore the affordances of video games beyond fun and enjoyment, to how they might be applied for learning in a variety of contexts: various academic subjects (e.g., mathematics, history), higher order cognitive skills (e.g., systems thinking and creativity), identity development, and habits of minds (tolerance for failure, persistence). Simultaneously, the field recognized that video games could be used to authentically measure student competencies by integrating assessment models directly within gameplay. While this work has primarily focused on digital games, we believe that practitioners can benefit from adopting the general principles and underlying methodologies of game-based assessment. Namely, understanding what makes games good for assessment—interactive, ongoing, and playful—could be applied without having a fully developed game-based assessment. This type of assessment, which we call ludic assessment, refers to playful and interactive activities that provide performance-based evidence for what and how students learn. In this chapter, we discuss what makes assessment ludic and how this approach can further impact student learning in classrooms, and discuss how this approach should be considered with caution not to further reinforce existing inequalities and biases in classrooms.