Traditional teacher education programs focus on pedagogy and, to a lesser extent, assessments of knowledge (Siedlecki, 2012). Pedagogy and assessments should be fundamental components of any secondary teacher's curriculum planning (Knight, Shum, & Littleton, 2014). This study sought to consider the possible effects of three pedagogical approaches, split among four classes, in relationship to a TGSBA. Different classes at a single high school received three different types of instruction with a focus on urbanization and planning from the same instructor. Each of the classes also received the same non-traditional assessment: a TGSBA using "SimCity BuildIt," an assessment that has been reliable and valid in previous studies (Mislevy, 2013). This TGSBA allowed students to apply their emerging knowledge of urbanization and planning to a simulated, real-world context, as it effectively measured students' skills and knowledge in the context of urban planning (Mislevy, 2013). This study found no statistical significance between the three methods of instruction (direct instruction, structured problem solving and guided generation) as related to the students' scores on the TGSBA. The qualitative analysis, however, displayed clear student preferences for particular styles of pedagogy, though no statistical significance between the mean differences of the three pedagogies existed. The three student groups preferred the TGSBA rather than traditional types of assessments. With the TGSBA, participants felt that they had more creativity and flexibility to develop their skills in geography. Even though pedagogy showed no statistical significance, it should not be interpreted as not having an effect on student performance. Gee (2008), Hattie and Timperley (2007), and Reeves (2010) underscored the importance of immediate feedback regarding student performance. The TGSBA used in this study provided immediate feedback and played a role in tempering the pedagogy used by the CTGV in this study. The implications of this study should encourage teachers to consider the use of TGSBA to strengthen students' engagement. First, the use of pedagogy shows promise when students work in groups. Second, the use of TGSBA allows students to apply the sorts of understanding measured in traditional assessments, thus improving student connection between geography content and the world around them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]