The pressures and anxiety felt from high-stakes testing do not begin and end with the student and their schools. Teachers and parents are equally impacted and also deserve better solutions for the education process to truly succeed. We have spent hundreds of hours working with parents and teachers in and outside the classroom and built Class Compete as a solution.
Class Compete is a game-based assessment platform that leverages kids love of video games as a powerful engagement tool to make the test taking/evaluation process a MUCH more positive experience for both students and teachers. This allows them to actually enjoy and reap the proven educational benefits of testing without being blocked by test anxiety-related issues and student learned resentment of tests.
Class Compete was piloted in four schools in the USA and India in 2014. Data from this was analyzed by a panel of instructional design experts at Lehigh University. They investigated potential applications of Class Compete as a stand alone learning system, as an assessment tool and as a component within the K-12 school environment. The results are clear: Class Compete reduces test anxiety and improves scores.
No. The data analysis shows students’ results improved 23% but then leveled out as this increase peaked. This type of pattern shows students improvement was not the result of memorization, but they improved their test taking skills.
Our pilot schools used Class Compete in short time periods one month). This shows that the students did not improve because of natural learning during the school year. They improved in a very short period of time because of the system improving their skills.
We took three data points: the first attempt, the middle attempt and the final attempt of total challenges played. Games were selected randomly by students. When we had the data points we then took the percentage of improvement in scores and time and coins. While it is clear that there was a direct relationship between scores and time improving, coins had no real impact on the student performance. However, it was important to the students’ game playing experience as they enjoyed using the coins to customize their avatars.
No, we measured classes holistically. To be fair, we only used students that had a minimum of three attempts at any challenge. This way it was more representative. Then we measured three data points: the first attempt, the middle attempt and the final attempt, and measured improvement across each point.