Game-Based Formative Assessment in the English for Business Discipline in Technological Undergraduate Courses
Keywords:
Formative assessment, Game-based learning, English for business, Active methodologies, Technological undergraduate coursesAbstract
This article presents an experience report on a pedagogical practice in the discipline of English for business in technological undergraduate courses in two higher education institutions. The main aim was to examine the use of game-based formative assessment to consolidate the learning of grammatical items, vocabulary, and expressions in the business area in English through active methodologies mediated by digital games used both in the classroom and remotely. Formative assessment, both in-person and remote, was based on various activities such as board games; quizzes; memory games; matching games; word searches, and crosswords. The game-based formative assessment proved to be effective and positive according to the evidence collected in the classroom during and after the game practice in the English for business disciplines of the courses under investigation in this research.
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