The following review comes from Immersive Science’s iED Save Science video about using virtual environments to assess student learning.
- The kinds of data that are being gathered by students working on these simulations are:
- Problem solving in a low stakes environment using given and found digital tools
- Investigative tools to collect evidence
- In the Introduction module, such tools are used to compare measurements like wind direction, barometric pressure, precipitation and temperature
- Data charts to draw conclusions about air masses, fronts, and precipitation
- In the basketball assessment, students are using pressure gauges, scales and tape measure to record data
- In order to ensure that my students are learning the expected outcomes, I would include group participation like Wikis or discussion forums in which students are to communicate with one another to achieve a given set of goals. In addition, I would make sure that students are keeping a journal, paper or digital, in which they are jotting down important information to lead them to achieve the outcomes of the simulation. Lastly, I would include a peer review of each other’s performance with a given rubric in terms of individual effort and participation.
All in all, this seems like a very interesting simulation I would use during our Weather Unit in 6th grade. I would use it as a way to assess their knowledge of fronts, temperature, precipitation, their ability to read charts, which is very important in the NGSS. Using virtual reality as a way to assess my students seems like a very engaging format to use.