Assessment Rubric for Second Draft
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Knowlege of content
Elements of a game, game design tools and techniques, specific content of past lessons
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Demonstrates limited knowledge of key concepts and terminology related to game design and specific lesson content. May struggle to identify or explain basic elements like core dynamic, game mechanics, and rules
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Demonstrates some knowledge of game design and specific lesson content. Can identify and explain basic elements, but understanding may be superficial or incomplete |
Demonstrates considerable knowledge of game design concepts and terminology. Can accurately identify and explain key elements and demonstrate understanding of specific lesson content
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Demonstrates thorough knowledge of game design concepts and terminology. Can clearly articulate and apply key elements, demonstrating a sophisticated understanding of specific lesson content.
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Understanding of content
Comprehension of the meaning and significance of game design elements and their impact on the audience
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Shows limited understanding of how game design elements work together to convey meaning and impact the audience. May struggle to analyze the effectiveness of different elements or explain their purpose
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Demonstrates some understanding of how game design elements contribute to the overall message and impact. Can analyze the effectiveness of some elements but may overlook nuances or connection
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Demonstrates considerable understanding of how game design elements create meaning and engage the audience. Can analyze the effectiveness of different elements and explain how they work together to achieve specific effects
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Demonstrates thorough and insightful understanding of how game design elements interact to create a compelling and impactful narrative. Can analyze the effectiveness of elements with precision and explain their nuanced contributions to the overall message and audience engagement
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Thinking |
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Use of planning skills Using the stages of the revision process to improve and reflect on one’s work |
Stages of the revision process are incomplete or poorly planned.
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Stages of the revision process are complete but show little insight or reflection.
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Stages of the revision process are complete and show considerable insight and reflection
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Stages of the revision process are thoroughly complete and show a high degree of insight and reflection
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Use of processing skills
Analyzing different perspectives, reflecting on the creative process
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Reflection on the creative process (theirs and others’) is superficial
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Reflection on the creative process (theirs and others’) shows some depth but may lack critical analysis
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Can reflect on the creative process (theirs and others’) with insights and thoughtful observations
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Reflects on the creative process with depth, demonstrating a sophisticated understanding of the choices made and their impact
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| Use of critical/creative thinking processes: Applying feedback and identifying areas for improvement |
Provides and receives feedback with limited effectiveness. Feedback may be vague, unfocused, or overly critical. May struggle to identify specific areas for improvement or incorporate feedback into revisions.
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Provides and receives feedback with some effectiveness. Feedback is generally constructive but may lack specificity or depth. Can identify some strengths and areas for improvement and make some revisions based on feedback.
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Provides and receives feedback with considerable effectiveness. Offers specific, constructive criticism that focuses on both strengths and areas for improvement. Responds thoughtfully to feedback and demonstrates the ability to make revisions based on feedback received
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Provides and receives feedback with a high degree of effectiveness. Offers insightful and actionable feedback that demonstrates a deep understanding of the criteria and the creative process. Responds to feedback thoughtfully and makes targeted revisions that significantly enhance the game
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Communication |
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Expression and organization of ideas
Clarity of the narrative, coherence of the story, logical flow of information |
Expresses and organizes ideas with limited effectiveness. The game may lack clarity, coherence, or a logical flow of information
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Expresses and organizes ideas with some effectiveness. The game demonstrates some clarity and coherence, but the flow of information could be improve
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Expresses and organizes ideas with considerable effectiveness. The game is clear, coherent, and presents information in a logical and engaging manner
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Expresses and organizes ideas with a high degree of effectiveness. The game is exceptionally clear, coherent, and engaging, demonstrating masterful control of narrative structure and information flow
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Communication for different audiences and purposes in oral, visual, and written forms, including media forms.
Tailoring the message, tone, and style to suit the intended audience and purpose and communicating feedback |
The game may not effectively resonate with the intended audience or achieve its intended purpose. Feedback is unclear, incomplete or lacks relevance.
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The game demonstrates some awareness of audience and purpose. Feedback is complete and mostly clear and relevant.
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The game is tailored to the intended audience and purpose, effectively conveying its message. Feedback is complete, clear and relevant.
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The game demonstrates a sophisticated understanding of audience and purpose, successfully adapting the message, tone, and style to achieve its intended impact. Feedback is thorough and insightful.
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Use of conventions
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The game design makes limited use of the conventions of game design and/or is expressed unclearly.
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The game design makes some use of the conventions of game design and is expressed somewhat clearly.
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The game design makes effective use of the conventions of game design and/or is expressed clearly.
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The game design makes highly effective use of the conventions of game design and/or is expressed entirely clearly.
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Application |
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Application of knowledge and skills in familiar contexts
Using game design techniques to create a cohesive and engaging narrative within the scope of the assignment
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Applies knowledge and skills in familiar contexts with limited effectiveness. The game may not effectively utilize game design techniques or demonstrate a strong understanding of the concepts covered in the lesson
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Applies knowledge and skills in familiar contexts with some effectiveness. The game shows some evidence of applying game design techniques and concepts, but execution may be inconsistent or incomplete
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Applies knowledge and skills in familiar contexts with considerable effectiveness. The game effectively utilizes game design techniques and demonstrates a solid understanding of the concepts covered in the lesson
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Applies knowledge and skills in familiar contexts with a high degree of effectiveness. The game showcases a skillful application of game design techniques and a deep understanding of the concepts, resulting in a compelling and impactful narrative
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| Transfer of knowledge and skills
Drawing on learning and reflection to revise the game |
Demonstrates limited ability to transfer knowledge and skills to new contexts. May struggle to apply new learning and reflection to revise the game
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Demonstrates some ability to transfer knowledge and skills to new contexts. Can apply new learning and reflection to revise the game but may need support or guidance
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Demonstrates considerable ability to transfer knowledge and skills to new contexts. Can effectively apply new learning and reflection to revise the game but may need support or guidance
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Demonstrates a high degree of flexibility and adaptability in transferring knowledge and skills to new contexts. Can skillfully adapt and apply game design techniques and concepts tor revise the game
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Making connections
Connecting game design to other subject areas, real-world issues, personal experiences, or broader media literacy concepts |
Makes connections with limited effectiveness. Struggles to see the relevance of game design beyond the immediate assignment or connect it to other areas of learning
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Makes connections with some effectiveness. Can make some basic connections to other subject areas, real-world issues, or personal experiences, but may not fully articulate or explore those connections
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Makes connections with considerable effectiveness. Can clearly articulate connections between game design and other areas of learning, drawing meaningful links to real-world issues, personal experiences, and broader media literacy concepts
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Makes connections with a high degree of insight and sophistication. Demonstrates a deep understanding of how game design intersects with other disciplines, real-world issues, and personal experiences, creating rich and multifaceted connections that enhance the meaning and impact of the game
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