During presentations and essays, I like to have students use Google Forms to provide peer feedback. While Google Forms is awesome, there are two big problems when using it for peer feedback: 1) It isn’t great for collecting wordy feedback. As you know, when you collect big pieces of text via Google Forms it can be hard to read. 2) Once I have all that peer feedback collected, it is difficult to share it back to that student so they can reflect.
For a while. I was printing out the feedback, cutting it, and handing it back to each student. This was annoying and time consuming. I said to myself, “Self, there has to be a better way!” Thus, my first foray into scripting came about like most inventions: Necessity.
What if I told you I had an assessment that hit most Common Core standards, increased test scores, was cross-curricular, and, most importantly, fun and engaging?
What is this magical assessment, you ask?
Student-made board games!
Students make their own board games at least once a level in my class. I use it to add some life to something boring like our mandatory vocabulary curriculum, to assess students’ understanding of a piece of literature or non-fiction, or to work on their ability to write informative texts.
My students work in Guilds for the year. When it comes time to make a board game, each Guild is given a class period or two to design the game. I tell them they have to make the game fun, fair, educational, and playable by the biggest Guild. I tell them they must also write the rules and directions out since they will not be there to explain them. That’s it! That’s all the direction they get. What kind of game they make, the rules, the questions, and everything else is up to them.
This creative freedom has led to some great games:
Forget playing the board games for now. The real learning and reinforcement comes from creating the game. If you think about how much high-level thinking goes into creating a fun, fair, and educational board game it’s easy to see why it hits so many Common Core standards.