Many researchers have attempted to make cases of using games as assessment tools, with the intent to provide an alternative assessment by offering the critique of existing traditional assessment practice. In this section, I will review some of examples of using games as assessment contexts and examine how they utilize a game as an assessment context.
CRESS UCLA (http://cresst.org/games-simulations/): National Center for Research on Evaluation, Standards, and Student Testing (CRESS) at UCLA has developed a variety of games for assessment that measure and analyze various scope of learning processes and outcomes, including problem-solving, cognitive skills, and mastery of content (e.g., math, science, etc.) that is aligned with the common core state standards.
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as a game-based assessment tool to measure students’ ability to problem solving and explaining the complex systems in relation to the environment in a modern city. This game is designed for grades 6-8 and is aligned to Common Core and Next Generation Science Standards (NGSS;Achieve, 2013). In this game, students play the role of the mayor of a city who is tasked with dealing with the challenging work of addressing environment impact. In doing so, the game creates assessment situations for students to act and reason in the gaming environment, evaluating students’ levels of complexity of systems thinking.
KEEP COOL (http://www.spiel-keep-cool.de): KEEP COOL is a board game deigned to teach and assess players’ knowledge of climatology. In this board game context, players take a role within global climate politics, communicating other stakeholders and making decisions to effectively reconcile climate protection with particular interests. Eisenack (2013) reported this game had a great deal of educational potential in the sense of assessment, such as debriefing, reflection, feedback, and content