Assessing a playful simulation case

What did I do?

This is a description of an assessment on playful simulation case which I carried out in Do One phase. The aim of this assessment was to improve students’ learning and teachers’ teaching. As playful simulation is an ongoing process, the students are supposed to reflect on their actions and decision made during the process. They are also supposed to learn from each other and grow in giving feedback. assessment is a n important part of teachers daily routines. When the students had finalized their plan or outcome in the simulation part they had to present it to the other groups.

The presentations were given F2F but the assessment of them where given interactively both F2F and online on Moodle with Moodles assessment feature.


How did you do it?

The groups got the assessment criterias in advance. The criterias were based on the goals for the simulation but included overall criterias concerning metacognitive skills. Because it was all about learning we decided together with the students that we use the scale from 3-5 and left out 1 and 2. We had a discussion about feedforward and thought that it is not motivating to get a poor result when it is about training in a not real world.

This is how I did:

  • I created an assessment grid and shared it on Moodle with Choice feature (Picture 1)
  • During and after the presentation the other students chose a grade between 3-5.
  • Everyone could see the distribution anonymously. Only I in the teacher role was able to see the choices made (Picture 2).
  • When everyone had given their grades, we had a reflective discussion all together.

Picture 1.

Picture 2.

How did it go?

The students reflected positively afterwards. They said that they felt that they got constructive feedback and this way they felt inclusive in the assessment process. For me as a teacher it gave a direction to the final assessment and at the same time it was a good example of formative assessment.



What is my best advice?

  • Think about criterias for assessment in advance and share them with your students.
  • Think about assessment as whole; especially formative assessment includes various assessment tools. All of them doesn’t have to be digital or even interactive.
  • Do the development work directly afterwards.
  • Feedback to feedback is also important – with this activity it was possible.


Kirsi Wallinheimo

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