Evaluation of learning in a playful manner: game to assess students' knowledge of ecological relationships

Abstract

This paper presents results of a study aimed at investigating the evaluative potential of an educational game related to the knowledge and learning of high school students concerning ecological relationships. The data collection procedures involved the development and implementation of the game in four graduating classes of high school students. The data were recorded through observation and audiovisual recording, subsequently transcribed and analyzed. The results reveal situations in which students were assessed individually or collectively. Based on the findings, the advantages of assessment through educational games are emphasized, reinforcing the importance of continuous research into evaluative instruments with formative potential that can replace assessments conducted from a traditional perspective.