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iRubric: Game Day Development Rubric

iRubric: Game Day Development Rubric

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Rubric Code: K248X2C
Ready to use
Public Rubric
Type: Project  
Grade Levels: 9-12

Powered by iRubric Game Day Development Rubric
  Needs Improvement (1)

Very little evidence of knowledge or effort exhibited.

1 pts

Basic (2)

Some evidence of knowledge or effort exhibited

2 pts

Proficient (3)

Evidence of basic knowledge and effort exhibited

3 pts

Exceptional (4)

Demonstrates considerable knowledge and effort

4 pts

Creativity and Innovation:
10 %

Students should strive to think creatively and come up with unique game concepts that are engaging and enjoyable for elementary students.

Needs Improvement (1)

Demonstrates little creativity in game design, with concepts that are uninspired or derivative
Basic (2)

Presents somewhat creative game concepts, but lacks originality and may rely on common ideas
Proficient (3)

Shows creativity in developing game ideas, resulting in engaging concepts for elementary students.
Exceptional (4)

Demonstrates exceptional creativity by developing highly original and imaginative game concepts that are engaging and novel.
Collaboration and Teamwork
10 %

Students will collaborate among themselves as they work together to brainstorm ideas, delegate tasks, and bring their game designs to life.

Needs Improvement (1)

Displays poor collaboration skills, failing to effectively communicate or contribute to group efforts.
Basic (2)

Shows some ability to collaborate but may struggle with communication or teamwork at times.
Proficient (3)

Demonstrates good collaboration skills, actively participating in group work and contributing to the overall project.
Exceptional (4)

Exhibits outstanding collaboration skills by actively contributing to group discussions, supporting team members, and effectively delegating tasks.
Problem-solving Skills
10 %

Students have opportunities to identify challenges and obstacles in game design and develop solutions to overcome them.

Needs Improvement (1)

Shows limited problem-solving skills, struggling to identify challenges or develop viable solutions.
Basic (2)

Exhibits some ability to solve problems but may struggle to develop effective solutions or overcome obstacles
Proficient (3)

Demonstrates good problem-solving skills, identifying and addressing challenges with reasonable solutions.
Exceptional (4)

Shows exceptional problem-solving skills by identifying challenges, developing creative solutions, and implementing effective problem-solving strategies.
Communication Skills
10 %

Enhance communication skills through presenting ideas, giving and receiving feedback, and effectively conveying game rules to participants during the event.

Needs Improvement (1)

Demonstrates poor communication skills, with unclear or ineffective communication hindering group interactions.
Basic (2)

Communicates ideas adequately but may struggle to express thoughts clearly or effectively convey information.
Proficient (3)

Communicates ideas clearly most of the time, with occasional lapses in clarity or effectiveness.
Exceptional (4)

Communicates ideas clearly and effectively, demonstrating strong verbal and written communication skills and actively engaging in discussions.
Critical Thinking
10 %

Stimulate critical thinking by analyzing the needs and preferences of elementary students, considering safety measures, and making informed decisions throughout the game design process.

Needs Improvement (1)

Exhibits limited critical thinking skills, with decision-making that is impulsive or lacking in depth.
Basic (2)

Shows some ability to think critically but may struggle to analyze problems thoroughly or make sound decisions.
Proficient (3)

Displays good critical thinking skills, effectively analyzing challenges and making informed decisions based on evidence and reasoning.
Exceptional (4)

Demonstrates exceptional critical thinking skills by analyzing problems, evaluating options, and making well-reasoned decisions throughout the project.
Project Management
10 %

Develop project management skills by setting deadlines, managing tasks, and ensuring that the game day event is well-planned and executed within the given timeframe.

Needs Improvement (1)

Demonstrates poor project management skills, with frequent missed deadlines or significant organizational issues.
Basic (2)

Shows some ability to manage tasks but may struggle with organization, time management, or meeting deadlines consistently.
Proficient (3)

Manages tasks reasonably well, with occasional minor issues or delays but overall meeting project milestones.
Exceptional (4)

Manages tasks effectively, meets deadlines, and ensures that the project stays on track throughout the entire process.
Empathy and Understanding
10 %

Encourage students to empathize with the target audience (elementary students) and design games that are inclusive, accessible, and enjoyable for all participants.

Needs Improvement (1)

Lacks empathy and understanding of the target audience, resulting in games that are not well-suited to the needs of elementary students.
Basic (2)

Exhibits some awareness of the target audience's needs but may overlook certain aspects or fail to fully consider inclusivity and accessibility.
Proficient (3)

Shows empathy and understanding of the target audience, designing games that consider the needs of elementary students to a reasonable extent.
Exceptional (4)

Demonstrates a deep understanding of the target audience's needs and preferences, designing games that are inclusive, accessible, and enjoyable for all participants.
Physical Activity and Health
10 %

Promote physical activity and healthy living habits among elementary students by designing games that involve movement, exercise, and active participation.

Needs Improvement (1)

Fails to incorporate physical activity effectively into game designs, resulting in games that are sedentary or do not promote healthy habits.
Basic (2)

Includes some elements of physical activity in game designs but may not prioritize it or provide sufficient opportunities for active engagement.
Proficient (3)

Incorporates physical activity into game designs to a reasonable extent, promoting movement and active participation.
Exceptional (4)

Designs games that promote significant physical activity and encourage healthy living habits among elementary students.
Leadership and Responsibility
10 %

Provide opportunities for students to take on leadership roles, demonstrate initiative, and take ownership of various aspects of the project, including game design, logistics, and event management

Needs Improvement (1)

Demonstrates poor leadership skills, failing to take initiative or effectively fulfill leadership responsibilities within the group.
Basic (2)

Shows some ability to take on leadership roles but may struggle to effectively motivate or coordinate team members.
Proficient (3)

Exhibits good leadership qualities, contributing to the overall success of the project and taking responsibility for assigned tasks
Exceptional (4)

Demonstrates strong leadership skills, taking initiative, motivating team members, and effectively managing various aspects of the project.
Celebration of Achievements
10 %

Celebrate students' creativity, teamwork, and accomplishments during the game day event, providing positive reinforcement and recognition for their efforts and contributions.

Needs Improvement (1)

Fails to acknowledge or appreciate the accomplishments of team members, demonstrating a lack of recognition for their contributions to the project.
Basic (2)

Shows limited engagement in celebrating achievements, with minimal recognition of team members' efforts
Proficient (3)

Participates in recognizing the accomplishments of team members to some extent, showing appreciation for their work.
Exceptional (4)

Actively participates in celebrating the achievements of team members and demonstrates appreciation for their efforts and contributions.



Keywords:
  • Infant development, toddler development, child development, review game


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