The Impact of Game Assessment on Enhancing Student’s Performance
Education Journal
Volume 4, Issue 3, May 2015, Pages: 106-110
Received: Feb. 24, 2015; Accepted: Mar. 5, 2015; Published: May 13, 2015
Views 4734      Downloads 179
Ahmad L. El Zein, “Corporate Relations Office”, Modern University for Business and Science, Beirut, Lebanon
Lobna Bou Diab, Faculty of Education, Modern University for Business and Science, Beirut, Lebanon
Article Tools
Follow on us
There are various ways to assess students, but what differs is the validity of assessment and its impact on students’ life-long learning. This study will discuss the way assessment were applied in the past (traditional assessment) and the negative effect it exerts on students. In addition to that, the study aims to prove the worth of authentic assessment, specially the game-assessment, and its importance on students’ learning and performance since it improves intellectual and cognitive development that 21st century students need. Moreover, students achieve better results in playing a game since it reduces anxiety and engages them in the learning process.
Game Assessment, Student Performance, Education, Development
To cite this article
Ahmad L. El Zein, Lobna Bou Diab, The Impact of Game Assessment on Enhancing Student’s Performance, Education Journal. Vol. 4, No. 3, 2015, pp. 106-110. doi: 10.11648/
Asonibare, J. B., & Olayonu, E. O. (1997). Locus of control, personality type and academic achievement of secondary school students in Offa and Oyun local governments. Nigerian Journal of Clinical and Counselling Psychology, 3(1), 14-23.
Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisionjs, and directions. Heinle & Heinle: US.
Baillie, M. (ND). Traditional Assessments.
Bers, T.H. & Mittler, M.L. (1994). Pros and Cons of Tools for Doing Assessment. In text citation: (Bers & Mittler, 1994).
Birenbaum, M., & Nasser, F. (1994). On the relationship between test anxiety and test performance. Measurement & Evaluation in Counseling & Development, 27, 293-302.
Black, S. (2005). Test anxiety. American School Board Journal, 192(6), 42-44.
Brophy, J.E. & Good, T.L. (1986). Teacher behavior and student achievement. In Handbook of Research on Teaching (ed. M.C.Wittrock), pp. 328–375. Macmillan, NewYork.
Brualdi, A. (1998). Implementing performance assessment in the classroom. Practical Assessment, Research & Evaluation, 6(2). Available online:
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. New York, NY: The Conference Board.
Cheek, J. R., Bradley, L. J., Reynolds, J., & Coy, D. (2002). An intervention for helping elementary students reduce test anxiety. Professional School Counseling, 6(2), 162-165.
Cortright, R. N., Collins, H. L., Rodenbaugh, D. W. & DiCarlo, S. E. (2003) Student retention of course content is improved by collaborative group testing, Advances in Physiology Education, 27, 102–108.
Coyne, R. (2003). Mindless repetition: learning from computer games. Design Studies 24, 199–212.
Damon, W. & Phelps, E. (1989) Critical distinctions among three methods of peer education, International Journal of Educational Research, 13, 9–19.
Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research say about assessment? NCREL, Oak Brook.
Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments.
Driskell, J.E., Willis, R.P. & Cooper, C. (1992). Effect of overlearning on retention. Journal of Applied Psychology 77, 615–622.
Edutopia Team. (2008). How Should We Measure Student Learning? The Many Forms of Assessment: There is more than one way to measure a student's abilities.
Elwood, J. & Klenowski, V. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching, Assessment and Evaluation in Higher Education, 27(3), 243–256.
Fadel, C. (2011). Redesigning the curriculum. Center for curriculum redesign. Retrieved from:
Franklin, J. (2002). Assessing assessment: Are alternative methods making the grade?.
Gigone, D. & Hastie, R. (1993) The common knowledge effect: information sharing and group judgment, Journal of Personality and Social Psychology, 65, 959–974.
Goddard, L., Dritschel, B. & Burton, A. (2001). The effects of specific retrieval instruction on social problem-solving in depression. British Journal of Clinical Psychology 40, 297–308.
Green, S.C. & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature 423, 534–537.
Gros, B. (2007). Digital games in education: the design of games based learning environments. Journal of Research on Technology in Education 40, 23–39.
Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students' achievement and motivation. The Journal of Educational Research, 94(5), 284-290. doi: 10.1080/00220670109598764
Institute by play. (2015).
Kafai, Y.B. (1996). Gender difference in children’s constructions of video games. In Interacting with Video (eds P.M. Greenfield & R.R. Cocking), pp. 39–66. Ablex, Norwood, NJ.
Klabbers, J. (2003). The gaming landscape: a taxonomy for classifying games and simulations. In Level Up Digital Games Research Conference (eds M. Copier & J. Raessens), pp. 54–67. University of Utrecht, Utrecht, the Netherlands.
Kulieke, M., Bakker, J., Collins, C., Fennimore, T., Fine, C., Herman, J., Jones, B.F., Raack, L., & Tinzmann, M.B. (1990). Why should assessment be based on a vision of learning? [online document] NCREL, Oak Brook: IL.
Law, B. & Eckes, M. (1995). Assessment and ESL. Peguis publishers: Manitoba, Canada.
Literacy and Numeracy Secretariat. (2010). Literacy. Niguidula, D. (1993). The digital portfolio: a richer picture of student performance [online document]. CES National. Available online:
Lombardi, M. M. (2008). Making the Grade: The Role of Assessment in Authentic Learning. Okwilagwe, E. (2001). A causal model of undergraduate students’ academic achievement. Journal of ICEE and NAPE, 1(1), 1-13.
Palomba, C. A. & Banta, T. W. (1999) Assessment essentials: planning, implementing, and improving assessment in higher education (San Francisco, CA, Jossey-Bass).
Pange, J. (2003). Teaching probabilities and statistics to preschool children. Information technology in childhood education annual, 1, 163-173.
Paulman, R. G., & Kennelly, K. J. (1984). Test anxiety and ineffective test taking: Different names, same construct. Journal of Educational Psychology, 76, 279-288.
Perry, E. L., & Ballou, D. J. (1997). The rold of work, play, and fun in microcomputer software training. ACM SIGMIS Database, 28(2), 93-112.
Piaget, J. (1962). Play, Dreams and Imitation in Childhood. W. W. Norton, NewYork.
Piaget, J. (1965). The Moral Judgment of the Child. Free Press, NewYork.
Plass, J., & Hill, K. T. (1986). Children’s achievement strategies and test performance: The role of time pressure, evaluation anxiety, and sex. Developmental Psychology, 22, 31-36.
Putwain, D. W. (2008). Test anxiety and GCSE performance: The effect of gender and socio-economic background. Educational Psychology in Practice, 24(4), 319-334. doi: 10.1080/02667360802488765
Rachman, S. (2004). Anxiety (2nd ed). Routledge: New York, NY.
Rahmat, R.B. & Sulaiman, N. (ND). 21st Century Social Studies Assessment: Disadvantages of Alternative Assessment.
Ramsden, P. (1992) Learning to teach in higher education (London, Routledge).
Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Educational Computing Research, 3(1) pp. 101-111.
Russo, A. & Warren, S. H. (1999) Collaborative test taking, College Teaching, 47, 18–20.
Sarason, I. G. (1980). Test anxiety: Theory, research and applications. Hillsdale, NJ: Erlbaum.
Schmit, M. J., & Ryan, A. M. (1992). Test-taking dispositions: A missing link? Journal of Applied Psychology, 77(5), 629.
Shaffer, D. W., Hatfield, D., Svarovsky, G. N., Nash, P., Nulty, A., Bagley, E., … Mislevy, R. (2009). Epistemic network analysis: A prototype for 21st-century assessment of learning. International Journal of Learning and Media, 1(2), 33-53. Retrieved from:
Shaked, Y. (1996). During the test I am in a shock. Marive (Israeli daily newspaper), A1, p. 6-7.
Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. Computer games and instruction. Charlotte, NC: Information Age Publishers. Retrieved from
Simonson, M., Smaldino, S., Albright, M. and Zvacek, S. (2000). Assessment for distance education (ch 11). Teaching and Learning at a Distance: Foundations of Distance Education. Upper Saddle River, NJ: Prentice-Hall.
Smilansky, S. (1968). The Effects of Sociodramatic Play on Disadvantaged Preschool Children. JohnWiley, NewYork.
Spielberger, C. D. & Vagg, P. R. (1995). Test anxiety: Theory, assessment, and treatment. Philadelphia, PA: Taylor & Francis.
Squire, K. (2002). Cultural framing of computer/video games. Game Studies 2, Available at:
Sundre, D. L., & Wise, S. L. (2003). Motivation filtering’: An exploration of the impact of low examinee motivation on the psychometric quality of tests. Aannual meeting of the National Council on Measurement in Education, Chicago, IL. Retrieved from:
Russo, A. & Warren, S. H. (1999) Collaborative test taking, College Teaching, 47, 18–20.
Tjosvold, D. & Field, R. H. G. (1983) Effects of social context on consensus and majority vote decisions making, Academy of Management Journal, 26, 500–506.
Tudge, J. & Rogoff, B. (1989) Peer influences on cognitive development: Piagetian and Vygotskian perspectives, in: M. H. Bornstein & O. S. Bruner (Eds) Interaction in human development (Hillside, NJ, Lawrence Erbaum), 17–40.
Winking, D. (1997). Critical issue: Ensuring equity with alternative assessments [online document]. NCREL (North Central Regional Educational Laboratory), Oak Brook: IL. Available online:
Wittmaier, B. (1972). Test anxiety and study habits. Journal of Educational Research, 65, 852-854.
Vygotsky, L. S. (1978) Mind in society: the development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.) (Cambridge, MA: Harvard University Press).
Zimbardo, P. G., Butler, L. D. & Wolfe, V. A. (2003) Cooperative college examinations: more gain, less pain when students share information and grades, Journal of Experimental Education, 71, 101–125.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186