What ”Exactly” Describes Planning in a Math Game-Based Assessment? Introducing Fraction Ball: Exactly

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dc.contributor.authorLopez, John
dc.contributor.authorRhodes, Katherine
dc.contributor.authorBegolli, Kreshnik
dc.contributor.authorBustamante, Andres
dc.contributor.authorAhn, June
dc.date.accessioned2024-12-26T21:08:37Z
dc.date.available2024-12-26T21:08:37Z
dc.date.issued2025-01-07
dc.description.abstractThe digital assessment community aims to align assessment design and measurement selection with theory, but many digital assessments fail to establish these theoretical links. In this paper, we introduce Fraction Ball: Exactly (FBE), a digital game-based assessment for planning in a mathematics problem-solving context. Using gameplay learning analytics, we create distinct measurement models for adult and child players. We demonstrate convergent validity of FBE both with the Shallice Tower of London and with mathematical knowledge. We share our approaches to theoretically ground our assessment design, measure selection, and measurement model validation. By theoretically grounding each process, we outline ways in which digital assessment developers can integrate educational theory with assessment design and validation and theorize for themselves.
dc.format.extent10
dc.identifier.doi10.24251/HICSS.2025.587
dc.identifier.isbn978-0-9981331-8-8
dc.identifier.other5b84e328-04e7-440a-935c-15b5008b76f4
dc.identifier.urihttps://hdl.handle.net/10125/109434
dc.relation.ispartofProceedings of the 58th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectGame-based Learning
dc.subjectassessment, education research, game-based assessment, game-based learning, learning analytics
dc.titleWhat ”Exactly” Describes Planning in a Math Game-Based Assessment? Introducing Fraction Ball: Exactly
dc.typeConference Paper
dc.type.dcmiText
prism.startingpage4872

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