APPROACHES FOR ASSESSING CHESS LEARNING OUTCOMES IN GRADES 2–4

ABSTRACT

Assessment is one of the most important factors in the educational process. In elementary school, the assessment process is implemented through various methods, forms, and approaches, which can also be successfully applied in the teaching of chess, taking into account the specific features of the subject. The article discusses younger students’ self-assessment abilities, the development of metacognitive strategies, and their impact on the conscious nature of learning. The presented material demonstrates that the application of a comprehensive assessment model contributes to the effectiveness of chess lessons and to the development of students’ autonomy and their ability to learn how to learn.

АННОТАЦИЯ

Процесс оценки является одним из важнейших факторов образовательного процесса. В начальной школе процесс оценки реализуется с помощью различных методов, форм и подходов, которые также могут успешно применяться при обучении шахматам с учётом специфики предмета. В статье рассматриваются способности младших школьников к самооценке, развитие метакогнитивных стратегий и их влияние на осознанность учебного процесса. Представленный материал демонстрирует, что применение комплексной модели процесса оценки способствует эффективности уроков шахмат, а также развитию самостоятельности учащихся и их способности учиться учиться.

Keywords: Chess education, learning outcomes, assessment methods, primary school, formative assessment, game-based learning, cognitive development.

Ключевые слова: обучение шахматам, результаты обучения, методы оценки, начальная школа, формирующее оценивание, игровое обучение, когнитивное развитие.

Introduction

Assessment is one of the most essential components of the educational process. Through assessment, the effectiveness of instructional activities is measured, learners’ prior knowledge of the instructional content is identified, and their knowledge and skills are evaluated both during and after the learning process. As a systematic and continuous process, assessment is implemented across all educational levels and disciplines.

The school subject of chess, which also functions as a game-based activity, possesses specific assessment characteristics that distinguish it from other subjects. This study aims to investigate approaches for assessing chess learning outcomes in grades 2–4, identify effective assessment methods and tools, and develop an exemplary rubric for teachers to apply in their instructional practice.

The research objectives are to:

1. Analyze and synthesize existing theoretical and international literature on the assessment of chess learning.
2. Differentiate assessment types—diagnostic, formative, and summative—and examine their applicability in grades 2–4.
3. Develop and present an assessment rubric for a single topic spanning three lessons, demonstrating how it can be supplemented and applied in classroom practice.

This research framework provides a theoretically and practically grounded foundation for effectively assessing chess learning outcomes, while bridging the gap between scientific evidence and classroom practice.

In primary school, students studying chess as a curricular subject in Grades 2–4 are assessed in accordance with clearly defined assessment criteria based on learning outcomes established by the State Educational Standards of General Education [1].

The assessment of learning outcomes may be conducted using oral, written, or combined methods, and can be organized through individual, pair, or group work, depending on the lesson objectives, the content being taught, and the students’ level of preparedness.

Methods

A systematic review of the literature was conducted to investigate approaches for assessing chess learning outcomes in grades 2–4. The methodology employed a structured, theoretically grounded approach and encompassed the following procedures:

• Examination of scientific literature, including recent studies, peer-reviewed articles, and monographs relevant to the topic.
• Analytical review of selected sources to identify key approaches, theoretical models, and applied assessment methods.
• Synthesis of the reviewed studies to integrate the data comprehensively and highlight prevailing patterns.
• Selection of studies most pertinent to the research focus.
• Classification of the selected studies according to their significance, objectives, and outcomes.
• Critical evaluation of the studies based on their methodology, findings, and analytical frameworks.
• Integration of the synthesized findings to identify research gaps and inform best practices.
• Development of an assessment rubric, grounded in our practical teaching experience, serving as an exemplar that can be adopted by other educators in chess instruction.

This methodological framework provides a rigorous, theoretically informed, and practically applicable foundation for evaluating chess learning outcomes, effectively bridging the gap between research evidence and classroom practice.

In documents reflecting the essence of education, the assessment process, according to its purpose and in line with our study, is categorized as follows:

1. Diagnostic assessment
2. Formative assessment
3. Summative assessment, both quantitative and descriptive [2]

Within the context of chess as a curricular subject, diagnostic assessment in Grade 2 may be conducted through oral questioning in order to identify students’ prior knowledge of the game of chess and the subject itself. It is important to emphasize that diagnostic assessment is implemented to ensure the effectiveness of subsequent instructional planning. For instance, when teaching the topic “Check,” a student who has not mastered the moves of the king and the queen will not be able to adequately understand or apply this concept.

In such cases, learners’ attention can be directed toward their own skills and knowledge gaps, while the logical structure of the learning process is made explicit. This approach supports the development of metacognitive awareness, thereby enhancing the coherence and effectiveness of instruction.

When implementing formative assessment, emphasis may be placed on fostering students’ learning-to-learn competence. Beginning in Grade 2, learners can be guided toward developing independent knowledge acquisition skills by being introduced to various learning resources, such as textbooks, digital resources, video lessons, and related materials.

Formative assessment is grounded in the development of students’ knowledge, skills, attitudes, and value orientations in alignment with their individual potential. This process may be implemented through the following approaches:

1. short written quizzes (tests),
2. oral questioning,
3. written assignments,
4. game-based learning situations,
5. homework tasks,
6. project-based activities,
7. discussions and debates,
8. analysis of chess positions, and
9. examination and discussion of games played by renowned chess players. [3]

It is important to emphasize that, in Grades 2–4, the implementation of formative assessment makes it possible to identify the specific difficulties students encounter while solving chess-related tasks. On this basis, instructional strategies and learning arrangements can be adjusted and modified in order to improve students’ learning outcomes. The teacher independently determines the most appropriate approach to interpreting and explaining a given chess problem at a particular moment, ensuring that the instructional process remains effective and that learners successfully assimilate the instructional content. [4]

During formative assessment in chess lessons, the application of metacognitive strategies is particularly effective, especially in Grade 3, where students engage with more complex chess topics and apply tactical concepts.

In the process of formative assessment, teachers employ analytical and interpretative feedback that describes students’ learning achievements and difficulties. This approach renders the assessment process meaningful, as each move in a chess problem may lead to alternative lines of development and multiple possible continuations, while the moves that lead to a winning outcome are often strictly limited.

When conducting summative assessment, it is essential to develop an appropriate grading scale, depending on what is being evaluated—whether a lesson, a topic, a semester, or an academic year. In this context, the teacher constructs the scale based on the knowledge, skills, and competencies that have been developed, as assessment criteria require measuring the extent to which the learner has acquired the intended learning outcomes during the instructional process. Within the context of chess as a curricular subject, summative assessment can be implemented through the following methods:

• oral questioning,
• tests,
• problem-solving tasks, and
• game-based skill evaluations. [5]

Verbal questioning can be organized in the form of a structured questionnaire, through which the teacher can assess whether the student has mastered all the chess-related concepts covered. Tests may consist of theoretical questions, sequential tasks, or problem-solving exercises that require written responses from the learner. Game-based skills are observed directly during gameplay, allowing the teacher to make notes and subsequently discuss these observations with the student during post-game analysis.

Results

For all types of assessment, the development of assessment rubrics—structured grading scales that summarize summative evaluation results and provide a clear framework for measuring learning outcomes—is strongly recommended. In accordance with this principle, a rubric was designed to assess chess learning outcomes in grades 2–4, offering a systematic overview of students’ competencies across multiple dimensions. The rubric is structured around key skill domains, enabling comprehensive evaluation within each class session.

The primary domains encompassed by the rubric include:

1. Knowledge
2. Cognitive and Strategic Skills
3. Practical Skills
4. Attitudes and Values

Each domain is accompanied by clearly defined performance criteria across varying levels of mastery, facilitating both qualitative and quantitative assessment. The rubric allows teachers to systematically monitor student progress, identify areas requiring targeted support, and make informed instructional adjustments.

Implementation of this rubric across multiple lessons demonstrated its effectiveness in tracking the development of specific competencies during each session, supporting targeted feedback, and promoting continuous improvement in both student learning outcomes and teaching practices.

We developed a rubric by selecting a single topic and, based on the research methodology, conducted a theoretical study, analyzed the findings, and subsequently synthesized the results to design an assessment rubric covering three lessons for that topic.

Table 1.

Sample of a Summative Assessment Scale

Tables can be used to design assessment matrices for diagnostic, formative, and summative evaluation across different chess topics and grade levels. [6] In Grade 4, in particular, the use of such tables enhances the organization and effectiveness of the instructional process, providing a structured framework for monitoring and documenting students’ learning outcomes.

Discussion

The systematic review revealed that assessment approaches in chess education for grades 2–4 predominantly combine formative and summative methods, emphasizing both skill acquisition and strategic thinking development. During instruction, the assessment method, presented in the form of a rubric, provides a comprehensive overview of students’ knowledge, skills, attitudes, and value systems for the class, offering the teacher an integrated understanding of the learning process. This tool can encompass all instructional topics, and educators are able to update it periodically. The study further indicates that similar rubrics can be developed for individual lessons across different topics, highlighting the specific skills that are central to each session.

Overall, the implementation of rubric-based assessment bridges the gap between theoretical models and classroom practice by providing a structured, adaptable framework for evaluating student learning outcomes. It not only facilitates objective monitoring of progress but also supports targeted instructional adjustments, thereby enhancing the effectiveness of chess education and offering a replicable model for other educators.

References:

1. Ministry of Education, Science, Culture, and Sports of the Republic of Armenia. (2023, March 30). Standard for the subject “Chess” in grades 2–4 in general education institutions.
2. Ministry of Education, Science, Culture, and Sports of the Republic of Armenia. (2023, February 24). Order No. 11-N: On the procedure for assessing students of state general education institutions.
3. Khachatryan, S. (2020). Effective Teaching Techniques. Friedrich Ebert Foundation, Armenia.
4. Gobet, F., de Voogt, A., & Retschitzki, J. (2004). Moves in mind: The psychology of board games. Hove, UK: Psychology Press.
5. Sala, G., & Gobet, F. (2016). Cognitive training in chess: A systematic review. Educational Research Review, 18, 46–57. https://doi.org/10.1016/j.edurev.2016.02.002
6. Kennedy, A., & McCarthy, J. (2017). Rubric-based assessment in game-based learning: Applications for cognitive and skill development. Journal of Educational Technology & Society, 20(4), 85–98.