Posterlet: A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise


  • Maria Cutumisu Stanford University
  • Kristen Pilner Blair Stanford University
  • Doris B. Chin Stanford University
  • Daniel Lewis Schwartz Stanford University



self regulated learning, preparation for future learning, choice, assessment, game, learning, feedback, revision


We introduce one instance of a game-based assessment designed to measure students’ self-regulated learning choices. We describe our overarching measurement strategy and we present Posterlet, an assessment game in which students design posters and learn graphic design principles from feedback. We designed Posterlet to assess children’s choices to seek informative negative feedback and to revise their work. Middle-school students from New York and Illinois played Posterlet and then took a post-test, for an overall average of 17 minutes of interaction time. Results showed that the frequency of choosing negative feedback and revision correlated with learning graphic design principles from the game. Seeking negative feedback, but less so revision, further correlated with standardized achievement tests of reading and mathematics. Our research presents a first-of-kind behavioural measure of students’ feedback and revision choices and their relations to learning. Within the design context of creating posters, we found correlational evidence that seeking negative feedback and revising are good behaviours for self-regulated learning, and we devised a way to measure these behaviours. This sets the stage for developing and evaluating models of self-regulated learning instruction that help students choose to seek feedback effectively and revise accordingly.

Author Biographies

Maria Cutumisu, Stanford University

Postdoctoral Scholar, Graduate School of Education

Kristen Pilner Blair, Stanford University

Senior Research Scholar, Graduate School of Education

Doris B. Chin, Stanford University

Senior Research Scholar, Graduate School of Education

Daniel Lewis Schwartz, Stanford University

Professor, Graduate School of Education




How to Cite

Cutumisu, M., Blair, K. P., Chin, D. B., & Schwartz, D. L. (2015). Posterlet: A Game-Based Assessment of Children’s Choices to Seek Feedback and to Revise. Journal of Learning Analytics, 2(1), 49–71.



Special section: Self-regulated learning and learning analytics