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iRubric: Gamification Learner Activity rubric

iRubric: Gamification Learner Activity rubric

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Gamification Learner Activity 
Designing a Learner-Centered Activity
Rubric Code: TXA3BBC
By EDU7003
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Post Graduate

Powered by iRubric Learner-Centered Activity
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Learning Activity

Poor

No evidence of a learner-centered instructional approach. Student work focuses on class specific content, with an emphasis on building skills and developing comprehension.
Fair

Little evidence of a learner-centered instructional approach is present. Activity uses real-world application to study content with explicit instruction.
Good

Some elements of a learner-centered instructional approach is evident. Activity uses real-world application to study content with technology.
Excellent

Supports a learner-centered instructional approach. Activity gives students an opportunity to select, organize, and present content through relevant products with the technology.
Instructional Design

Poor

Students do not have an opportunity to apply acquired skills to their lives, as well as real-world applications.
Fair

Students have an opportunity to complete a specific task that requires application of knowledge.
Good

Students have an opportunity to select from a range of real-world applications to complete a task.
Excellent

Students have an opportunity to think critically about new learning and apply this information to real-world situations.
Critical Thinking

Poor

Questions are basic and do not elicit critical thinking
Fair

Questions at a range of levels is included and some support students in moving to higher levels of thinking
Good

Most questions support students in moving to higher levels of thinking
Excellent

Questions inspire students to engage in higher- level thinking skills
Assessment

Poor

Results from formative tools are used to monitor progress.
Fair

Results from formative tools are used to plan instruction and monitor progress.
Good

Results from formative tools are used to strategically adjust instruction and monitor progress.
Excellent

Results from formative tools, along with effective feedback, are used to adjust instruction and monitor progress.
Technology

Poor

Does not demonstrate the use of technology for a project or task.
Fair

One application/web tool is included to enhance learning and promote creativity.
Good

Some technology is included to enhance learning, and promote creativity.
Excellent

A range of multimedia tools/ applications are included to enhance learning, and promote creativity.
Gamification
Relevance

Poor

Does not connect to the purpose or outcome of the learning activity.
Fair

Limited connection to the purpose or outcome of the activity.
Good

Related to the purpose and outcome of the learning activity
Excellent

Has a strong connection to the purpose and learning outcome.
Customization

Poor

App offers no flexibility to meet student needs
Fair

App offers limited flexibility to adjust content and settings to meet student needs
Good

App offers some flexibility to alter content and settings to meet student needs
Excellent

App offers complete flexibility to alter content and settings to meet student needs
Thinking Skills

Poor

Limited to the use of lower order thinking skills
Fair

Mostly lower order thinking skills
Good

Some use of higher order thinking skills
Excellent

Encourages the use of higher order thinking skills
Usability

Poor

Difficult to operate
Fair

Students have to be cued each time the program is used.
Good

Teacher has to show or model how to operate the program
Excellent

Program is easy to launch and operate independently.
Reflective Essay
Content

Poor

Lacks development and self-reflection
Fair

Demonstrates little control of reflective analysis of the activity with inadequate elaboration or explanation.
Good

Demonstrates a reflective analysis of the activity supported by details.
Excellent

Demonstrates a thorough reflective analysis of the activity supported by specific details.
Scholarly Writing

Poor

Ideas were unorganized and vague; no particular flow followed.

Paper does not meet standards for scholarly writing and current APA requirements.

Many grammatical, punctuation, and/or spelling errors
Fair

Poorly organized with no progression of ideas

Paper meets some standards of scholarly writing and current APA requirements.

Several grammatical, punctuation, and/or spelling errors.
Good

Organized with some progression of ideas

Paper meets most standards of scholarly writing and current APA standards.

Few grammatical, punctuation, and/or spelling errors.
Excellent

A well-organized structure with a progression of ideas.

Paper reflects scholarly writing and current APA standards.

No grammatical, punctuation, and/or spelling errors.



Keywords:
  • EDU7003

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