1. Levels of Achievement
CRITERIA Baseline Effective Exemplary Score
ORGANIZATION AND DESIGN Jennelyn
Layout of Design
 There are few or no graphic
elements, no variation in layout
and/or the colors interfere with the
readability.
 There are some graphic
elements and limited variation in
layout. Design elements
sometimes assist students in
understanding concepts and
ideas.
 There are multiple
graphic elements and
variation in layout. Design
elements assist students in
understanding concepts
and ideas.
3
Navigation/Directions
 Navigating the game is
confusing and information can not
be found easily.
 Some navigation is unclear,
resulting in a few places where
students can become lost.
 The game is well-
organized and easy to
navigate. Students can
clearly understand where
they are and where to go
next.
3
INSTRUCTIONAL DESIGN AND DELIVERY
Objectives
 Learning objectives are
unclear or non-existent.
 Some learning objectives
are identified.
 Learning objectives
are clearly identified.
5
TIMEZ ATTACK
Math
4th to 5th
graders
POINTS
BASELINE ---- 0
EFFECTUVE ---- 3
EXEMPLARY---- 5
GROUP 4
Jennelyn Castro
Lorie Montague
Darlene
David
Laura Cruz

2. Different Learning Style
 The game provides few
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides some
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides
multiple auditory,
kinesthetic, textual and/or
visual activities to enhance
student learning. 3
Higher Level of Learning Skills
 The game provides
limited or no activities to help
students increase their cognitive
skills, such as analysis, synthesis
and evaluation.
 The game provides some
activities to help students increase
their cognitive skills, such as
analysis, synthesis and
evaluation.
 The game provides
multiple activities to help
students increase their
cognitive skills, such as
analysis, synthesis and
evaluation. 5
GAME-BASEDLEARNING
Rules
 Rules are not clearly
stated.
 Some rules are given, but
there is missing information.
Students might be confused.
 Every rule is clearly
stated.
3
Goals
 Goals are vague or
incomplete.
 Goals are at least
partially described.  Goals are clearly
stated and measure what
students must know and be
able to do to accomplish the
game. 5
Feedback
 There are few or no
opportunities for students to
receive feedback on their
performance.
 There are some
opportunities for students to
receive feedback on their
performance.
 There are frequent
opportunities for students to
receive timely feedback on
their performance. 5
Interaction
 Student-to-computer and
student-to-student interactions are
limited or non-existent.
 Student-to-computer and
student-to-student interactions are
at least partially identified.
 Student-to-
computer and student-to-
student interactions can be
clearly identified. There is a
definitive increase in social
interaction. 3
Subject  The subject or topic of the
game is vague or incomplete.
 The subject or topic of the
game is at least partially
described.
 The subject or topic
of the game is clearly
stated. 5
TOTAL SCORE 40

3. Jennelyn Castro
Evaluation of Total Score:
Rating Total Point Range
Number of Criteria Rated
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
Layout of Design
 There are few or no graphic
elements, no variation in layout
and/or the colors interfere with the
readability.
 There are some graphic
elements and limited variation in
layout. Design elements
sometimes assist students in
understanding concepts and
ideas.
 There are multiple
graphic elements and
variation in layout. Design
elements assist students in
understanding concepts
and ideas.
3
Navigation/Directions
 Navigating the game is
confusing and information can not
be found easily.
 Some navigation is unclear,
resulting in a few places where
students can become lost.
 The game is well-
organized and easy to
navigate. Students can
clearly understand where
they are and where to go
next.
3
INSTRUCTIONAL DESIGN AND DELIVERY
Objectives
 Learning objectives are
unclear or non-existent.
 Some learning objectives
are identified.
 Learning objectives
are clearly identified.
5

4. Different Learning Style
 The game provides few
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides some
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides
multiple auditory,
kinesthetic, textual and/or
visual activities to enhance
student learning. 3
Higher Level of Learning Skills
 The game provides
limited or no activities to help
students increase their cognitive
skills, such as analysis, synthesis
and evaluation.
 The game provides some
activities to help students increase
their cognitive skills, such as
analysis, synthesis and
evaluation.
 The game provides
multiple activities to help
students increase their
cognitive skills, such as
analysis, synthesis and
evaluation. 5
GAME-BASEDLEARNING
Rules
 Rules are not clearly
stated.
 Some rules are given, but
there is missing information.
Students might be confused.
 Every rule is clearly
stated.
3
Goals
 Goals are vague or
incomplete.
 Goals are at least
partially described.  Goals are clearly
stated and measure what
students must know and be
able to do to accomplish the
game. 5
Feedback
 There are few or no
opportunities for students to
receive feedback on their
performance.
 There are some
opportunities for students to
receive feedback on their
performance.
 There are frequent
opportunities for students to
receive timely feedback on
their performance. 5
Interaction
 Student-to-computer and
student-to-student interactions are
limited or non-existent.
 Student-to-computer and
student-to-student interactions are
at least partially identified.
 Student-to-
computer and student-to-
student interactions can be
clearly identified. There is a
definitive increase in social
interaction. 3
Subject  The subject or topic of the
game is vague or incomplete.
 The subject or topic of the
game is at least partially
described.
 The subject or topic
of the game is clearly
stated. 5
TOTAL SCORE 40

5. Lorie Montague
Evaluation of Total Score:
Rating Total Point Range
Number of Criteria Rated
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
Layout of Design
 There are few or no graphic
elements, no variation in layout
and/or the colors interfere with the
readability.
 There are some graphic
elements and limited variation in
layout. Design elements
sometimes assist students in
understanding concepts and
ideas.
 There are multiple
graphic elements and
variation in layout. Design
elements assist students in
understanding concepts
and ideas.
3
Navigation/Directions
 Navigating the game is
confusing and information can not
be found easily.
 Some navigation is unclear,
resulting in a few places where
students can become lost.
 The game is well-
organized and easy to
navigate. Students can
clearly understand where
they are and where to go
next.
0
INSTRUCTIONAL DESIGN AND DELIVERY
Objectives  Learning objectives are
unclear or non-existent.
 Some learning objectives
are identified.
 Learning objectives
are clearly identified.
5

6. Different Learning Style
 The game provides few
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides some
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides
multiple auditory,
kinesthetic, textual and/or
visual activities to enhance
student learning. 3
Higher Level of Learning Skills
 The game provides
limited or no activities to help
students increase their cognitive
skills, such as analysis, synthesis
and evaluation.
 The game provides some
activities to help students increase
their cognitive skills, such as
analysis, synthesis and
evaluation.
 The game provides
multiple activities to help
students increase their
cognitive skills, such as
analysis, synthesis and
evaluation. 3
GAME-BASEDLEARNING
Rules
 Rules are not clearly
stated.
 Some rules are given, but
there is missing information.
Students might be confused.
 Every rule is clearly
stated.
5
Goals
 Goals are vague or
incomplete.
 Goals are at least
partially described.  Goals are clearly
stated and measure what
students must know and be
able to do to accomplish the
game. 5
Feedback
 There are few or no
opportunities for students to
receive feedback on their
performance.
 There are some
opportunities for students to
receive feedback on their
performance.
 There are frequent
opportunities for students to
receive timely feedback on
their performance. 5
Interaction
 Student-to-computer and
student-to-student interactions are
limited or non-existent.
 Student-to-computer and
student-to-student interactions are
at least partially identified.
 Student-to-
computer and student-to-
student interactions can be
clearly identified. There is a
definitive increase in social
interaction. 3
Subject
 The subject or topic of the
game is vague or incomplete.
 The subject or topic of the
game is at least partially
 The subject or topic
of the game is clearly
5

7. described. stated.
TOTAL SCORE 37
Darlene David
Evaluation of Total Score:
Rating Total Point Range
Number of Criteria Rated
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
Layout of Design
 There are few or no graphic
elements, no variation in layout
and/or the colors interfere with the
readability.
 There are some graphic
elements and limited variation in
layout. Design elements
sometimes assist students in
understanding concepts and
ideas.
 There are multiple
graphic elements and
variation in layout. Design
elements assist students in
understanding concepts
and ideas.
3
Navigation/Directions
 Navigating the game is
confusing and information can not
be found easily.
 Some navigation is unclear,
resulting in a few places where
students can become lost.
 The game is well-
organized and easy to
navigate. Students can
clearly understand where
they are and where to go
next.
0

8. INSTRUCTIONAL DESIGN AND DELIVERY
Objectives
 Learning objectives are
unclear or non-existent.
 Some learning objectives
are identified.
 Learning objectives
are clearly identified.
3
Different Learning Style
 The game provides few
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides some
auditory, kinesthetic, textual
and/or visual activities to enhance
student learning.
 The game provides
multiple auditory,
kinesthetic, textual and/or
visual activities to enhance
student learning. 5
Higher Level of Learning Skills
 The game provides
limited or no activities to help
students increase their cognitive
skills, such as analysis, synthesis
and evaluation.
 The game provides some
activities to help students increase
their cognitive skills, such as
analysis, synthesis and
evaluation.
 The game provides
multiple activities to help
students increase their
cognitive skills, such as
analysis, synthesis and
evaluation. 5
GAME-BASEDLEARNING
Rules
 Rules are not clearly
stated.
 Some rules are given, but
there is missing information.
Students might be confused.
 Every rule is clearly
stated.
3
Goals
 Goals are vague or
incomplete.
 Goals are at least
partially described.  Goals are clearly
stated and measure what
students must know and be
able to do to accomplish the
game. 3
Feedback
 There are few or no
opportunities for students to
receive feedback on their
performance.
 There are some
opportunities for students to
receive feedback on their
performance.
 There are frequent
opportunities for students to
receive timely feedback on
their performance. 5
Interaction
 Student-to-computer and
student-to-student interactions are
limited or non-existent.
 Student-to-computer and
student-to-student interactions are
at least partially identified.
 Student-to-
computer and student-to-
student interactions can be
clearly identified. There is a
definitive increase in social
interaction. 3

9. Subject  The subject or topic of the
game is vague or incomplete.
 The subject or topic of the
game is at least partially
described.
 The subject or topic
of the game is clearly
stated. 5
TOTAL SCORE 35
Laura Cruz
Evaluation of Total Score:
Rating Total Point Range
Number of Criteria Rated
at this Level Your Rating
Exemplary 40-50 points  << Exemplary >>
Effective 30-39 points  << Effective >>
Baseline Less than 30 points  << Baseline >>
http://www.csus.edu/indiv/k/kaym/rubric/edgamesrubric.html

10. Subject  The subject or topic of the
game is vague or incomplete.
 The subject or topic of the
game is at least partially
described.
 The subject or topic
of the game is clearly
stated. 5
TOTAL SCORE 35
Laura Cruz
Evaluation of Total Score:
Rating Total Point Range
Number of Criteria Rated
at this Level Your Rating
Exemplary 40-50 points  << Exemplary >>
Effective 30-39 points  << Effective >>
Baseline Less than 30 points  << Baseline >>
http://www.csus.edu/indiv/k/kaym/rubric/edgamesrubric.html