|
|
1
|
2
|
3
|
4
|
|
|
Creativity
|
Little thought was
put into making the game interesting or fun.
|
The student tried to
make the game interesting and fun, but some of the things
made it harder to understand/enjoy the game.
|
The student put some
thought into making the game interesting and fun to
play by using textures, fancy writing, and/or interesting
characters.
|
The student 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
|
____
|
|
Rules
|
The rules were not
written.
|
Rules were written,
but people had some difficulty figuring out the game.
|
Rules were written,
but one part of the game needed slightly more explanation.
|
Rules were written
clearly enough that all could easily participate.
|
____
|
|
Accuracy of Content
|
Several information
cards made for the game are not accurate.
|
All but two of the
information cards made for the game are correct.
|
All but one of the
information cards made for the game are correct.
|
All information cards
made for the game are correct.
|
____
|
|
Knowledge Gained
|
Student could NOT correctly
state facts about the topic used for the game without
looking at the game.
|
Student could easily
and correctly state 1 fact about the topic used for
the game without looking at the game.
|
Student could easily
and correctly state 2 facts about the topic used for
the game without looking at the game.
|
Student could easily
and correctly state several facts about the topic used
for the game without looking at the game.
|
____
|
|
Presentation
|
Little or no color
or fewer than 3 graphics were included.
|
Contrasting colors
and \"borrowed\" 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 at least 3 original graphics were used to give the
cards and gameboard visual appeal.
|
____
|
| |
|
|
|
Total---->
|
____
|