# Object Oriented Programming Quicksheet Assessment

Cory, 

I appreciate your thoughtful quicksheet. I very much agree with you that 
"The concept of 'objects' might be taken very literally, ... [but] an object can 
represent something less concrete." This is actually a significant pedagogical 
challenge, especially when students learn about OOP through canned examples, but don't 
actually build anything. As you note, games are a lovely context for teaching OOP, 
not least because the classes they invite range from concrete (e.g. a die) to abstract
(e.g. a goal).

A few thoughts on pedagogy: Scratch sstrongly (but implicitly) embraces OOP, with its
controlling metaphor of actors on a stage, interacting through message-passing. What
would it mean to *prepare your students to learn OOP in the future,* even if the 
term never comes up in your class? And if you ever want to use the games lab (with
a more performant iteration of `retro-games`!), or anything else from MWC, have at at. 
I'll give you hand with infrastructure if it's helpful.

-Chris