ABSTRACT In the last few years, engaging students to create digital games has been a pole of attraction for many teachers and researchers, resulting in highly positive learning experiences and promoting their thinking skills, e.g., programming and computational thinking (CT) skills. Researchers have already stated about the need for further research not only around the evaluation techniques and tools of the quality of these complex educational interventions, but mainly about ways to ease the assessment of students’ performance from multiple perspectives with authenticity. This paper contributes to proposing a multifaceted assessment framework of the degree of students’ acquisition of multiple skills, when they get involved in digital motion-based touchless game-making course-projects with the MIT Scratch tool. The results of its implementation during a pilot study with computer science undergraduate students, which are presented, highlight the positive effects of combining and extending various assessment techniques and tools to draw holistic conclusions about students’ higher skills including computational and spatial thinking skills.

中文翻译：

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Scratch的基于动作的游戏制作项目的多方面学生绩效评估框架

摘要在过去的几年中，吸引学生参与创作数字游戏成为许多老师和研究人员的吸引力所在，从而带来了高度积极的学习体验并提高了他们的思维能力，例如编程和计算思维（CT）技能。研究人员已经指出，不仅需要围绕这些复杂的教育干预措施的质量评估技术和工具进行进一步研究，而且还需要针对从真实性的多个角度简化学生表现评估的方法。当学生使用MIT Scratch工具参与基于数字运动的非接触式游戏制作课程项目时，本文有助于提出一个多方面的评估框架，以评估学生获得多种技能的程度。