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