Project Rubric
Level →Criteria↓ / Does Not Meet
0-4 points / Meets
5-9 points / Exceeds: 10-12 points / Teacher
Comments/Feedback
Game Creation: How well does the game display understanding of gaming theory, expected values, and probabilities?
Standards:
CB.I.D. Exploring Bivariate Data
CB.I.E.3 Conditional Relative Frequencies and Association
CB.III.A. Apply the rules of probability
CB.III.B. Combining independent random variables
This category counts twice. (The points earned for this category are doubled to determine the final category score.) / The game has fewer than 5 different outcomes that are correctly calculated in terms of expected values and probabilities. / The game has 5-9 different outcomes that are correctly calculated in terms of expected values and probabilities, or the probabilities are basic and do not show deep understanding of probability and/bivariate data. / The game has at least 10 different outcomes, and the expected values and probabilities for each are correctly calculated. The more complex the calculations, the higher the point possibility.
Game Theory: How well does the game encourage players to determine expected values and determine, from a variety of playing options, the optimal playing strategy? / Playing the game does not require the participant to consider alternative playing choices with different expected values. / Playing the game requires the participant to consider two or three alternative playing choices, each with a different expected value, to determine the best strategy to play the game. / Playing the game requires the participant to consider four or more alternative playing choices, each with a different expected value, to determine the best strategy to play the game.
Game Design: How well does the game design show creativity, neatness and artistic style?
Standards: VAHSVAPR.3 Understands and applies media, techniques, and processes in color / painting.
VAHSVAPR.5 Creates artwork reflecting a range of concepts, ideas, and subject matter.
VAHSVAC.1 Applies information from other disciplines to enhance the understanding and production of artworks. / The game lacks more than two elements for the “exceeds” category. / The game lacks one or two elements for the “exceeds” category. / The game is original, the playing surface is neatly and creatively decorated, and the packaging is logical based on the size, design and “theme” of the game. The design of the game adds to or supports the elements of chance involved in the game.
Instruction Manual and Strategy Guide: How well does the instruction guide explain the game and clearly offers hints and suggestions for the game?
Standards: ELAGSE11-12.W.2 Write informative explanatory texts to examine and convey complex ideas, concepts and thoughts clearly and accurately through effective selection, organization and analysis of content. / The instruction manual does not address the concept of multiple strategies for playing the game or is too confusing to understand, and/or it has more than two grammar/spelling errors. / The Instruction and Strategy manual addresses the concept of multiple strategies to play the game but either does not offer hints for determining the best strategy or explicitly tells the best strategy or the manual is not concisely written and/or has more than one grammar/spelling error. / The Instruction and Strategy manual suggests “hints” to make these determinations but does not explicitly tell the participant which strategies are better. The manual is CLEARLY and concisely written (fewer than 1000 words) and has zero or one grammar/spelling errors.
Total grade (Total points * 1.7 to give grade out of 100 points)