Computer games and simulations have the potential to improve students’ interest and performance in many academic domains (Klopfer, Osterweil, & Salen, 2009), and have often been used as learning tools (e.g., Dede, 2007; Shaffer, 2006). One understudied domain in educational game design is argumentation, which is an essential skill for many academic and professional settings (Graff, 2003). Notably, the Common Core State Standards put an emphasis on writing logical arguments, requiring that students demonstrate sound reasoning and use relevant evidence (CCSSO & NGA, 2010). However, many students lack strong argumentation skills, leaving them ill-prepared for college and careers. We developed a game intended to motivate students to develop argumentation skills, and to provide evidence of students’ current argumentation skill to support formative assessment. We describe a game-based assessment designed to measure multiple levels of argumentation skill within a meaningful scenario context. We also address the utility of argumentation learning progressions for supporting game-based assessment design, using evidence from a usability study.
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