Making A Game

Making A Game: Gameboard Rubric

Teacher name: Donald Novak

Student Name ___________________

CATEGORY
6
4
2
0

Knowledge Gained Student or all students in group could easily and correctly state several facts about the topic used for the game without looking at the game. Student or all students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. Student or most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. Student or several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.

Attractiveness Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal. Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal. Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal. Little or no color or fewer than 3 graphics were included.

Rules Rules were written clearly enough that all could easily participate. Rules were written, but one part of the game needed slightly more explanation. Rules were written, but people had some difficulty figuring out the game. The rules were not written.

Cooperative work

(Optional)
The group worked well together with all members contributing significant amounts of quality work. The group generally worked well together with all members contributing some quality work. The group worked fairly well together with all members contributing some work. The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Creativity The student or group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. The stuent or group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters. The student or group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. Little thought was put into making the game interesting or fun.

CATEGORY	6	4	2	0
Knowledge Gained	Student or all students in group could easily and correctly state several facts about the topic used for the game without looking at the game.	Student or all students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Student or most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.	Student or several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.
Attractiveness	Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal.	Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal.	Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal.	Little or no color or fewer than 3 graphics were included.
Rules	Rules were written clearly enough that all could easily participate.	Rules were written, but one part of the game needed slightly more explanation.	Rules were written, but people had some difficulty figuring out the game.	The rules were not written.
Cooperative work (Optional)	The group worked well together with all members contributing significant amounts of quality work.	The group generally worked well together with all members contributing some quality work.	The group worked fairly well together with all members contributing some work.	The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.
Creativity	The student or group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.	The stuent or group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.	The student or group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.	Little thought was put into making the game interesting or fun.