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Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
Online Game Rubric
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Online Game Rubric

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  • 1. POINTS TIMEZ ATTACK GROUP 4 Jennelyn Castro Lorie Montague EFFECTUVE ---- 3 BASELINE ---- 0 EXEMPLARY---- 5 Math 4th to 5th Darlene graders Levels of Achievement CRITERIA Baseline Effective Exemplary Score ORGANIZATION AND DESIGN Jennelyn  There are few or no graphic  There are multiple  There are some graphic graphic elements and elements, no variation in layout elements and limited variation variation in layout. and/or the colors interfere with in layout. Design elements Design elements assist the readability. sometimes assist students in students in understanding concepts and understanding concepts ideas. and ideas. Layout of Design 3  Navigating the game is  Some navigation is unclear,  The game is well- organized and easy to confusing and information can resulting in a few places where navigate. Students can not be found easily. students can become lost. clearly understand where they are and where to go next. Navigation/Directions 3 INSTRUCTIONAL DESIGN AND DELIVERY  Learning objectives are  Some learning objectives are  Learning objectives are unclear or non-existent. identified. clearly identified. Objectives 5
  • 2.  The game provides few  The game provides some  The game provides auditory, kinesthetic, textual auditory, kinesthetic, textual multiple auditory, and/or visual activities to and/or visual activities to kinesthetic, textual enhance student learning. enhance student learning. and/or visual activities to enhance student Different Learning Style learning. 3  The game provides  The game provides limited or  The game provides some multiple activities to help no activities to help students activities to help students students increase their increase their cognitive skills, increase their cognitive skills, cognitive skills, such as such as analysis, synthesis such as analysis, synthesis analysis, synthesis and Higher Level of Learning Skills and evaluation. and evaluation. evaluation. 5 GAME-BASEDLEARNING  Some rules are given, but  Every rule is clearly  Rules are not clearly stated. there is missing information. stated. Rules Students might be confused. 3  Goals are vague or  Goals are at least partially incomplete. described.  Goals are clearly stated and measure what students must know and Goals be able to do to accomplish the game. 5  There are few or no  There are some opportunities opportunities for students to for students to receive  There are frequent receive feedback on their feedback on their opportunities for performance. performance. students to receive Feedback timely feedback on their performance. 5  Student-to-computer and  Student-to-computer and student-to-student interactions student-to-student interactions are limited or non-existent. are at least partially identified.  Student-to-computer and student-to-student interactions can be clearly identified. There Interaction is a definitive increase in social interaction. 3  The subject or topic of the  The subject or topic of Subject  The subject or topic of the game is at least partially the game is clearly game is vague or incomplete. described. stated. 5 TOTAL SCORE 40 Jennelyn Castro Evaluation of Total Score:
  • 3. Number of Criteria Rated Rating Total Point Range at this Level Your Rating Exemplary 40-50 points  << Exemplary >> Effective 30-39 points  << Effective >> Baseline Less than 30 points  << Baseline >> Levels of Achievement CRITERIA Baseline Effective Exemplary Score ORGANIZATION AND DESIGN Lorie  There are few or no graphic  There are multiple  There are some graphic graphic elements and elements, no variation in layout elements and limited variation variation in layout. and/or the colors interfere with in layout. Design elements Design elements assist the readability. sometimes assist students in students in understanding concepts and understanding concepts ideas. and ideas. Layout of Design 3  Navigating the game is  Some navigation is unclear,  The game is well- organized and easy to confusing and information can resulting in a few places where navigate. Students can not be found easily. students can become lost. clearly understand where they are and where to go next. Navigation/Directions 3 INSTRUCTIONAL DESIGN AND DELIVERY  Learning objectives are  Some learning objectives are  Learning objectives are unclear or non-existent. identified. clearly identified. Objectives 5 Different Learning Style  The game provides few  The game provides some  The game provides 3 auditory, kinesthetic, textual auditory, kinesthetic, textual multiple auditory, and/or visual activities to and/or visual activities to kinesthetic, textual enhance student learning. enhance student learning. and/or visual activities to enhance student
  • 4. learning.  The game provides  The game provides limited or  The game provides some multiple activities to help no activities to help students activities to help students students increase their increase their cognitive skills, increase their cognitive skills, cognitive skills, such as such as analysis, synthesis such as analysis, synthesis analysis, synthesis and Higher Level of Learning Skills and evaluation. and evaluation. evaluation. 5 GAME-BASEDLEARNING  Some rules are given, but  Every rule is clearly  Rules are not clearly stated. there is missing information. stated. Rules Students might be confused. 3  Goals are vague or  Goals are at least partially incomplete. described.  Goals are clearly stated and measure what students must know and Goals be able to do to accomplish the game. 5  There are few or no  There are some opportunities opportunities for students to for students to receive  There are frequent receive feedback on their feedback on their opportunities for performance. performance. students to receive Feedback timely feedback on their performance. 5  Student-to-computer and  Student-to-computer and student-to-student interactions student-to-student interactions are limited or non-existent. are at least partially identified.  Student-to-computer and student-to-student interactions can be clearly identified. There Interaction is a definitive increase in social interaction. 3  The subject or topic of the  The subject or topic of Subject  The subject or topic of the game is at least partially the game is clearly game is vague or incomplete. described. stated. 5 TOTAL SCORE 40 Lorie Montague Evaluation of Total Score:
  • 5. Number of Criteria Rated Rating Total Point Range at this Level Your Rating Exemplary 40-50 points  << Exemplary >> Effective 30-39 points  << Effective >> Baseline Less than 30 points  << Baseline >> Levels of Achievement CRITERIA Baseline Effective Exemplary Score ORGANIZATION AND DESIGN Darlene  There are few or no graphic  There are multiple  There are some graphic graphic elements and elements, no variation in layout elements and limited variation variation in layout. and/or the colors interfere with in layout. Design elements Design elements assist the readability. sometimes assist students in students in understanding concepts and understanding concepts ideas. and ideas. Layout of Design 3  Navigating the game is  Some navigation is unclear,  The game is well- organized and easy to confusing and information can resulting in a few places where navigate. Students can not be found easily. students can become lost. clearly understand where they are and where to go next. Navigation/Directions 0 INSTRUCTIONAL DESIGN AND DELIVERY  Learning objectives are  Some learning objectives are  Learning objectives are unclear or non-existent. identified. clearly identified. Objectives 5 Different Learning Style  The game provides few  The game provides some  The game provides 3 auditory, kinesthetic, textual auditory, kinesthetic, textual multiple auditory, and/or visual activities to and/or visual activities to kinesthetic, textual enhance student learning. enhance student learning. and/or visual activities to enhance student learning.
  • 6.  The game provides  The game provides limited or  The game provides some multiple activities to help no activities to help students activities to help students students increase their increase their cognitive skills, increase their cognitive skills, cognitive skills, such as such as analysis, synthesis such as analysis, synthesis analysis, synthesis and Higher Level of Learning Skills and evaluation. and evaluation. evaluation. 3 GAME-BASEDLEARNING  Some rules are given, but  Every rule is clearly  Rules are not clearly stated. there is missing information. stated. Rules Students might be confused. 5  Goals are vague or  Goals are at least partially incomplete. described.  Goals are clearly stated and measure what students must know and Goals be able to do to accomplish the game. 5  There are few or no  There are some opportunities opportunities for students to for students to receive  There are frequent receive feedback on their feedback on their opportunities for performance. performance. students to receive Feedback timely feedback on their performance. 5  Student-to-computer and  Student-to-computer and student-to-student interactions student-to-student interactions are limited or non-existent. are at least partially identified.  Student-to-computer and student-to-student interactions can be clearly identified. There Interaction is a definitive increase in social interaction. 3  The subject or topic of the  The subject or topic of Subject  The subject or topic of the game is at least partially the game is clearly game is vague or incomplete. described. stated. 5 TOTAL SCORE 37 Darlene David Evaluation of Total Score:
  • 7. Number of Criteria Rated Rating Total Point Range at this Level Your Rating Exemplary 40-50 points  << Exemplary >> Effective 30-39 points  << Effective >> Baseline Less than 30 points  << Baseline >> Levels of Achievement CRITERIA Baseline Effective Exemplary Score ORGANIZATION AND DESIGN Laura  There are few or no graphic  There are multiple  There are some graphic graphic elements and elements, no variation in layout elements and limited variation variation in layout. and/or the colors interfere with in layout. Design elements Design elements assist the readability. sometimes assist students in students in understanding concepts and understanding concepts ideas. and ideas. Layout of Design 3  Navigating the game is  Some navigation is unclear,  The game is well- organized and easy to confusing and information can resulting in a few places where navigate. Students can not be found easily. students can become lost. clearly understand where they are and where to go next. Navigation/Directions 0 INSTRUCTIONAL DESIGN AND DELIVERY  Learning objectives are  Some learning objectives are  Learning objectives are unclear or non-existent. identified. clearly identified. Objectives 3  The game provides few  The game provides some  The game provides auditory, kinesthetic, textual auditory, kinesthetic, textual multiple auditory, and/or visual activities to and/or visual activities to kinesthetic, textual enhance student learning. enhance student learning. and/or visual activities to enhance student Different Learning Style learning. 5
  • 8.  The game provides  The game provides limited or  The game provides some multiple activities to help no activities to help students activities to help students students increase their increase their cognitive skills, increase their cognitive skills, cognitive skills, such as such as analysis, synthesis such as analysis, synthesis analysis, synthesis and Higher Level of Learning Skills and evaluation. and evaluation. evaluation. 5 GAME-BASEDLEARNING  Some rules are given, but  Every rule is clearly  Rules are not clearly stated. there is missing information. stated. Rules Students might be confused. 3  Goals are vague or  Goals are at least partially incomplete. described.  Goals are clearly stated and measure what students must know and Goals be able to do to accomplish the game. 3  There are few or no  There are some opportunities opportunities for students to for students to receive  There are frequent receive feedback on their feedback on their opportunities for performance. performance. students to receive Feedback timely feedback on their performance. 5  Student-to-computer and  Student-to-computer and student-to-student interactions student-to-student interactions are limited or non-existent. are at least partially identified.  Student-to-computer and student-to-student interactions can be clearly identified. There Interaction is a definitive increase in social interaction. 3  The subject or topic of the  The subject or topic of Subject  The subject or topic of the game is at least partially the game is clearly game is vague or incomplete. described. stated. 5 TOTAL SCORE 35 Laura Cruz Evaluation of Total Score: Number of Criteria Rated Rating Total Point Range at this Level Your Rating Exemplary 40-50 points  << Exemplary >>
  • 9. Effective 30-39 points  << Effective >> Baseline Less than 30 points  << Baseline >> http://www.csus.edu/indiv/k/kaym/rubric/edgamesrubric.html

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