Foster, A. (2012). Assessing learning games for school content: The TPACK-PCaRD framework and methodology. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 201-215). New York, NY: Springer Science + Business Media. http://doi.org/10.1007/978-1-4614-3546-4_11

Abstract:

“In this chapter, two studies are used to demonstrate an assessment process for learning in games in two different contexts, one using the technological pedagogical content knowledge (TPACK) and another using TPACK and the play, curricular activity, reflection, and discussion (PCaRD). First, TPACK and how it is used to guide the creation of assessments is described. For a more detailed understanding of TPACK as an analytical lens for games with a focus on pedagogy and content see 1, Foster, Mishra, and Koehler in Learning to Play: Exploring the Future of Education with Games (2011). Second, the PCaRD model and its role in integrating games for learning in varying contexts is described. Third, study 1, an after-school study in a computer room with upper-elementary children using a commercial entertainment game is described, followed by study 2 in a high school classroom using a commercial educational game. Finally, the implications of this combination using the TPACK and PCaRD models together to create assessments and to keep the process of game-based learning in classroom focused on contexts, pedagogy, and content are explained. Using both a theoretical and empirical approach, this chapter will show how the TPACK framework and the PCaRD approach facilitated assessment and integration of games for learning.”