Game Prototype Assessment Rubric
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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
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Demonstrates limited knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates limited knowledge of privacy risks and skills
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Demonstrates some knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates some knowledge of privacy risks and skills
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Demonstrates considerable knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates considerable knowledge of privacy risks and skills
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Demonstrates thorough knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates thorough knowledge of privacy risks and skills
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Understanding of content
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Demonstrates limited understanding of the relationships between the different game elements and the intended educational content
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Demonstrates some understanding of the relationships between the different game elements and the intended educational content
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Demonstrates considerable understanding of the relationships between the different game elements and the intended educational content
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Demonstrates thorough understanding of the relationships between the different game elements and the intended educational content. For example, the student can explain how a specific game mechanic teaches specific skills or knowledge relevant to the topic.
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Thinking |
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Use of planning skills
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Demonstrates limited use of planning skills. The game may lack a clear purpose or direction.
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Demonstrates some use of planning skills. The game’s purpose and direction may be somewhat unclear or inconsistent.
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Demonstrates considerable use of planning skills. The game has a clear purpose and direction, and the design process is well-organized.
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Demonstrates sophisticated use of planning skills. The planning process is highly organized and efficient, anticipating potential challenges and incorporating solutions.
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| Use of processing skills
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Struggles to apply insights from analysis to new designs or evaluate design choices.
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Some ability to apply insights from analysis to new designs and evaluate design choices.
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Considerable ability to apply insights from analysis to new designs and evaluate design choices.
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High degree of ability to apply insights from analysis to new designs and evaluate design choices.
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Use of critical/creative thinking processes
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The game lacks originality and demonstrates minimal creativity.
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The game shows some evidence of originality and creativity.
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The game is original and creative.
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The game is highly original and imaginative, showcasing innovative solutions to design challenges.
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Communication |
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Expression and organization of ideas and information
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The explanation of the game is unclear and disorganized. Game mechanics are confusing. Educational content is unclear.
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The explanation of the game is somewhat clear but may lack organization. Game mechanics are partially effective. Educational content is somewhat clear.
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The explanation of the game is clear, logical, and well-organized. Game mechanics are effective. Educational content is clear.
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The explanation of the game is articulate, engaging, and evocative. Game mechanics are highly effective. Educational content is clear and engaging.
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| Communication for different audiences and purposes |
Communicates for different audiences and purposes with limited effectiveness when communicating educational content through the game design.
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Communicates for different audiences and purposes with some effectiveness when communicating educational content through the game design.
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Communicates for different audiences and purposes with considerable effectiveness when communicating educational content through the game design.
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Communicates for different audiences and purposes with a high degree of effectiveness when communicating educational content through the game design.
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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
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The game is not functional or engaging.
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The game is partially functional and engaging.
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The game is functional and engaging.
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The game is well-designed, highly engaging, and demonstrates a deep understanding of game design principles..
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| Transfer of knowledge and skills
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Transfers their understanding of educational content to the game concept with limited effectiveness
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Transfers their understanding of educational content to the game concept with some effectiveness
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Transfers their understanding of educational content to the game concept with considerable effectiveness,
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Transfers their understanding of educational content to the game concept with a high degree ofeffectiveness
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Making connections within and between various contexts
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There is little connection between the game design and the educational content |
There is some connection between the game design and the educational content | There is considerable connection between the game design and the educational content |
There is a high degree of connection between the game design and the educational content |