Game Prototype Assessment Rubric
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
|
Knowledge and Understanding |
||||
|
Knowlege of content
|
Demonstrates limited knowledge of game elements such as core dynamics; game mechanics; rules; avatars
Demonstrates limited knowledge of emotional persuasion techniques
|
Demonstrates some knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates some knowledge of emotional persuasion techniques
|
Demonstrates considerable knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates considerable knowledge of emotional persuasion techniques
|
Demonstrates thorough knowledge of game elements such as goals; core dynamics; game mechanics; components; rules; spaces
Demonstrates thorough knowledge of emotional persuasion techniques
|
|
Understanding of content
|
Demonstrates limited understanding of the relationships between the different game elements and emotional persuasion techniques
|
Demonstrates some understanding of the relationships between the different game elements and emotional persuasion techniques
|
Demonstrates considerable understanding of the relationships between the different game elements and emotional persuasion techniques
|
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 will persuade players or communicate an experience
|
|
Thinking |
||||
|
Use of planning skills
|
Demonstrates limited use of planning skills. The game may lack a clear purpose or direction.
|
Demonstrates some use of planning skills. The game’s purpose and direction may be somewhat unclear or inconsistent.
|
Demonstrates considerable use of planning skills. The game has a clear purpose and direction, and the design process is well-organized.
|
Demonstrates sophisticated use of planning skills. The planning process is highly organized and efficient, anticipating potential challenges and incorporating solutions.
|
| Use of processing skills
|
Struggles to apply insights from analysis to new designs or evaluate design choices.
|
Some ability to apply insights from analysis to new designs and evaluate design choices.
|
Considerable ability to apply insights from analysis to new designs and evaluate design choices.
|
High degree of ability to apply insights from analysis to new designs and evaluate design choices.
|
|
Use of critical/creative thinking processes
|
The game lacks originality and demonstrates minimal creativity.
|
The game shows some evidence of originality and creativity.
|
The game is original and creative.
|
The game is highly original and imaginative, showcasing innovative solutions to design challenges.
|
|
Communication |
||||
|
Expression and organization of ideas and information
|
The explanation of the game is unclear and disorganized. Game mechanics are confusing. Persuasive or emotional intent is unclear.
|
The explanation of the game is somewhat clear but may lack organization. Game mechanics are partially effective. Persuasive or emotional intent is somewhat clear.
|
The explanation of the game is clear, logical, and well-organized. Game mechanics are effective. Persuasive or emotional intent is clear.
|
The explanation of the game is articulate, engaging, and evocative. Game mechanics are highly effective. Persuasive or emotional intent is clear and engaging.
|
| Communication for different audiences and purposes |
Communicates for different audiences and purposes with limited effectiveness when communicating persuasive or emotional intent through the game design.
|
Communicates for different audiences and purposes with some effectiveness when communicating persuasive or emotional intent through the game design.
|
Communicates for different audiences and purposes with considerable effectiveness when communicating persuasive or emotional intent through the game design.
|
Communicates for different audiences and purposes with a high degree of effectiveness when communicating persuasive or emotional intent through the game design.
|
|
Use of conventions
|
The game design makes limited use of the conventions of game design and/or is expressed unclearly.
|
The game design makes some use of the conventions of game design and is expressed somewhat clearly.
|
The game design makes effective use of the conventions of game design and/or is expressed clearly.
|
The game design makes highly effective use of the conventions of game design and/or is expressed entirely clearly.
|
|
Application |
||||
|
Application of knowledge and skills in familiar contexts
|
The game is not functional or engaging.
|
The game is partially functional and engaging.
|
The game is functional and engaging.
|
The game is well-designed, highly engaging, and demonstrates a deep understanding of game design principles..
|
| Transfer of knowledge and skills
|
Transfers their understanding of emotional persuasion techniques to the game concept with limited effectiveness
|
Transfers their understanding of emotional persuasion techniques to the game concept with some effectiveness
|
Transfers their understanding of emotional persuasion techniques with considerable effectiveness
|
Transfers their understanding of emotional persuasion techniques to the game concept with a high degree ofeffectiveness
|
|
Making connections within and between various contexts
|
There is little connection between the game design and the persuasive or emotional intent |
There is some connection between the game design and the persuasive or emotional intent |
There is considerable connection between the game design and the persuasive or emotional intent |
There is a high degree of connection between the game design and the persuasive or emotional intent |