CoChat
Sign Up
Cited by 409Educational Games and GamificationOnline Learning and AnalyticsIntelligent Tutoring Systems and Adaptive Learning

Stealth Assessment: Measuring and Supporting Learning in Video Games

Open access
Shute, Valerie, Ventura, Matthew·2013·The MIT Press eBooks
DOI 10.7551/mitpress/9589.001.0001
Open this paper in CoChat — free account

Abstract

An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.7551/mitpress/9589.001.0001

Cites

0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Shute and Ventura developed measures of conscientiousness, creativity, and physics ability by collecting data generated in a digital physics game.

    “They developed measures of conscientiousness, creativity, and physics ability by collecting data generated in a digital physics game commonly used in schools.”

    From Assessment in the age of artificial intelligence (2022) · cites this paper as Shute & Ventura, 2013

    The Research Project section says Shute and Ventura designed game-embedded assessments for creativity, conscientiousness, and conceptual physics understanding, with gameplay data being collected in Newton’s Playground. It describes validation as planned, rather than establishing that the measures were completed. The Discussion and Future Research section describes embedding the game in school curricula as future work, so the citing sentence’s description of it as commonly used in schools is not supported. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

  • Stealth assessment techniques collect data that go beyond whether students have simply answered questions correctly.

    “Relatedly, stealth assessment techniques collect data that go beyond whether students have simply answered questions correctly.”

    From Assessment in the age of artificial intelligence (2022) · cites this paper as Shute & Ventura, 2013

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

The publisher hasn’t deposited this paper’s reference list.

Part of this paper’s reference list could not be split into single entries.

Research works printed but not linked: 2

  1. [1]1. Cresskill, NJ: Hampton Press. Runco, M. A., ed. 2002. The Creativity Research Handbook . Vol.
  2. [2]2. Cresskill, NJ: Hampton Press. Runco, M. A. 2008. Commentary: Divergent Thinking Is Not Synonymous with Creativity. Psychology of Aesthetics, Creativity, and the Arts 2:93-96. Runco, M. A., and S. R. Pritzker. 1999. Encyclopedia of Creativity . Vol. 1. New York: Academic Press. Rupp, A. A., M. Gushta, R. J. Mislevy, and D. W. Shaffer. 2010. EvidenceCentered Design of Epistemic Games: Measurement Principles for Complex Learning Environments. Journal of Technology, Learning, and Assessment 8, no.

Cited by

Sorted by citations

Related

Authors
Shute, V., & Ventura, M.
ORCID
Shute, Valerie
Venue
The MIT Press eBooks
Publisher
The MIT Press
Published
2013-03-08
DOI
10.7551/mitpress/9589.001.0001
OpenAlex
W4253892544
Cited by
406
References
0
Citations by year
2026: 42 · 2025: 45 · 2024: 18 · 2023: 37 · 2022: 27 · 2021: 30 · 2020: 27 · 2019: 37 · 2018: 22 · 2017: 27 · 2016: 35 · 2015: 30 · 2014: 19 · 2013: 10
FWCI
16.56
Type
book
Language
en
Open access
Licence
Locations
  • The MIT Press eBooks (publishedVersion, cc-by-nc-nd)
  • BiblioBoard Library Catalog (Open Research Library) (submittedVersion, cc-by-nc-nd)
  • Directory of Open access Books (OAPEN Foundation) (submittedVersion, cc-by-nc-nd)
  • OAPEN (The OAPEN Foundation) (submittedVersion, cc-by-nc-nd)
Funders
Bill and Melinda Gates Foundation
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
  • Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords
stealth assessment, embedded assessment, performance-based assessment, digital games in education, game-based learning, creativity assessment, persistence, conceptual understanding, classical mechanics, twenty-first-century competencies, student engagement, assessment validity, multiple-choice questions

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review