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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
 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:
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
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:
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.
 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:
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
 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 >>
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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Online Game Rubric

  • 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