Game-based Peer Assessment

For this week’s assignment, student’s were asked to assess a classmates Twine game. As such, I had the opportunity to take a look at this game that involved the steps of service!

Previous Knowledge

I must admit, back when I was younger I was employed at a local fast-food chain. Outside of that, I really have limited knowledge of the appropriate steps of service. I believe I will be able to draw on some knowledge just from the consumer of service, but I won’t be surprised if this is a challenging game for me! I do like how there will be video redirects, so I do think I will gain knowledge and have a good understanding of whether I am being successful or not!

Playing Waiting Tables

I really enjoyed playing the game! I found that even if you “fail” you are easily redirected with a solution of “why” you should consider doing it a different way (ie serving minors, 0-30 second rules, etc). You then get to continue along your journey or view a video so you can understand more clearly what you should be doing. So while you clearly need to have some understanding to be successful, even if it’s just having been served before, you can still play this game! That being said, you’ll do much better with an understanding of how the service industry optimally operates.

Advice Moving Forward

Overall, I had a really good experience playing this game. I thought it was “doable” even for a less experienced person like myself, but also could provide some very valuable feedback for students who are looking to go into the service industry. Looking at my ADC 3.0, I found that this assessment fit many of my criteria. With a few adjustments, I think it could be a great game! See below for my critique based off of my ADC 3.0:

Is this assessment dynamic and adaptive to each student? I love how the student drives the assessment, I think that is important for it to be an adaptive assessment. I also liked how in the end, the assessment was more open-ended. I did, however, find that the program failed when I tried to type in an answer. This might be a tweak looking over.
Does this assessment provide insight to levels of understanding? While I don’t know too much about the service industry, it would appear that some answers require more in-depth knowledge than others. I believe it meets this requirement of my ADC 3.0, but cannot be certain.
Does this assessment provide effective feedback for learning? Especially given the videos on how to check the ID, for example, the student definitely receives effective feedback for learning. I also like how the game redirects, rather than simply ends when a wrong answer is provided.
Does this assessment inform instruction? As I’ve found with Twine, it requires specific coding for the teacher to receive the answers and inform their instruction. I think if the open-ended questions go back to the teacher, this would inform instruction. At this point, the questions seem to have an error, but I believe there is a need a little deeper knowledge in coding to get the full benefits of Twine to inform instruction.
Does this assessment have clear goals/criteria? I believe this game has clear goals, as one who is entering the service industry should know how to approach these situations and get through them flawlessly.

Some other questions worth asking and answering:

What principles are met by the game itself? Most importantly, I think the procedural rhetoric reinforces the semiotic domain of the service industry. That is, the choices made in the game reflect what would happen in the real world service industry.

Are there any tweaks that your peer could make to improve the assessment potential of this game? I think the one tweak I would make is to check out that error when typing in the questions he/she would ask the customer at the end. I also would love to know if she has figured out a way to get statistics back so that she can inform her instruction based off of any choice that a student has made!

Overall, this was a great game. I really enjoyed playing it!

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