Overview

In this performance assessment, students will design a playable game to demonstrate their ability to create audience-appropriate presentations and generate appropriate questions in response to their peers. Specifically, students will create their game from their knowledge of the course, of a teacher-approved topic, or to show understanding of a novel read for the class.  As part of this assessment, students will pilot a game created by one of their peers, ask questions of the creator, and formulate reviews of the game’s playability and their engagement. 

While the students’ games may be based on a game that students enjoy (Monopoly, Clue, Guess Who, etc.), the games must have their own branding, rules, terms, and game pieces. The style of game is up to the student and may fall into one or more of the following categories of games: board, card, deckbuilding, social deduction, trivia, dice, marble, puzzle, etc. To accompany the game, students must provide a detailed, organized, and user-friendly guide including the following information (which will be graded as a component of the assessment): the game’s name, tagline, and number of players; instructions for setting up the game (assembling parts/board, deciding teams, etc.); instructions for playing the game (identifying key game pieces, deciding turns, rules, etc.); and instructions for winning the game.   

It is suggested that this assessment be used at the end of a unit of study, where a clear topic has been learned and can be used in the creation of the game. Novels are especially useful as the preceding work to the assessment. For example, using a novel like Monster would allow students to create a Clue-style game, develop a mock trial set-up, or social deduction game.

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Details

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

Students can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts.

A1

Students can analyze how multiple themes develop over the course of a text, and how they interact with one another, while citing textual evidence.

C. Writing

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

C3

Students can write informative or explanatory texts to examine and convey complex ideas and information for a specific task, purpose, and audience.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Game Quality
  • The game clearly analyzes the chosen text or skill, is creative, and appealing to the identified target audience. 
No exemplars at this time.
  • The game attempts to analyze the student’s chosen text or skill, attempts to be creative, and is mostly appealing to the identified target audience. 
No exemplars at this time.
  • The game may or may not attempt to analyze a chosen text or skill and may or may not fully appeal to the target audience identified.
No exemplars at this time.

Game Branding
  • The branding – including the game name, tagline, container, pieces, and instructions– is cohesive, neat, and appealing to the target audience.
No exemplars at this time.
  • The branding is neat. It may not fully appeal to the target audience or may lack cohesion.
No exemplars at this time.
  • The branding may seem random or messy. It does not fully appeal to the target audience.
No exemplars at this time.

Quality of Instructions
  • The instructions are clear, easily understandable, and professional with clear transitions while matching the conventions of game instructions. Visual aids are included and effectively aid readers in understanding the game.
No exemplars at this time.
  • The instructions are clear, understandable, and organized. Visual aids may be included but could be more helpful in understanding the game.
No exemplars at this time.
  • The instructions are mostly clear but may be confusing at some points. Visual aids may not be included, and/or may not clarify the game.
No exemplars at this time.

Comprehension of Text via Game Design
  • Game design clearly determines and explains a central idea of a text and analyzes how it emerges and develops over the course of the text, and how it is supported using multiple pieces of text evidence within the game’s method of play and interaction with other players.
  • Requires players to follow an explicit set of instructions with clear connections between the topic used to create the game and the “moves” required through gameplay.  
  • Explains and analyzes the relationships and interactions between individuals, events, or ideas, based on text evidence and inferences. 
No exemplars at this time.
  • Game design attempts to determine and explain a central idea of a text and analyze how it emerges and develops over the course of the text, and how it is supported using multiple pieces of text evidence within the game’s method of play and interaction with other players.
  • Requires players to follow a set of instructions with clear connections between the topic used to create the game and the “moves” required through gameplay.  
  • Attempts to explain and elaborate on the connections and interrelationships between individuals, events, or ideas, based on text evidence and inferences. 
No exemplars at this time.
  • Game design identifies a partial or inaccurate central idea in a text with inaccurate or unrelated text evidence to explain its development and/or relationships to support ideas. 
  • Inferences made are unclear or unrelated to the text evidence; an analysis, if provided, is disconnected from the evidence and inferences provided.
  • Attempts to deny a connection and/or interrelationship between individuals, events, or ideas; an explanation is unclear or inaccurate and may not include the use of text evidence. 
No exemplars at this time.

Review of Peer Games
  • Provides clear connections between how the game was played and the positive or negative experiences associated with following the game’s stated rules and design. Completes all required reviews of peer work.  
No exemplars at this time.
  • Provides basic connections between how the game was played and the positive or negative experiences associated with following the game’s stated rules and design. Completes fewer than four reviews of peer work.  
No exemplars at this time.
  • Attempts to provide a connection between the game’s design and the positive and negative experiences associated with following the game’s stated rules and design. Complete two or fewer reviews of peer work.  
No exemplars at this time.

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