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1.E: ASSESSMENT REFERENCE GUIDE
1.E.1: Game Modification Plan Assessment Rubric
Unacceptable
Quality of Game Modification Task
Response Sheet is not fully thought
out and complete. Answers
are incomplete and do not
show evidence of comple-
tion of the Game Modifica-
tion Plan.
Modification The Game Modification
Plan Plan is incomplete, does not
include valid suggestions for
game improvement.
Creativity The work is not very cre-
ative. The work does not
offer new approaches or
ideas.
Mechanics: Assignment is delivered
spelling, sloppy and includes many
errors.
grammar,
punctuation
Basic
Game Modification Task
Sheet is complete, but the
objective of the game is
not clearly articulated and
fully detailed. Likes and
dislikes are identified, but
there is no clear explana-
tion as to why. Minimum
answers are provided for
each question.
Revised objective of the
game as indicated within
the Game Modification
Plan is not very different
from original. Some chang-
es are offered for game-
play or game design;
some reasons are offered
for why suggested chang-
es would not be included.
The work is somewhat cre-
ative, offering some new
ideas. Familiar approach-
es, ideas, and methods
were provided in the work.
Assignment was probably
not proofread as it in-
cludes several errors.
Proficient
Game Modification Task Sheet
is complete and includes an in-
depth analysis of the game. The
game objective is clear and the
responses to the questions are
well articulated and explained.
Responses demonstrate a good
grasp of how a contemporary
game review process works and
how a game may actually be
revised.
The Game Modification Plan
depicts new ideas for modifying
the game and reflects a well-ar-
ticulated idea or concept with
regard to workability. Responses
show understanding of how the
gameplay and/or game de-
sign will be affected along with
a good analysis of why game
developers may not have imple-
mented these ideas.
The work is creative, offering
new ideas and approaches to
change the game in a unique
way. The work takes some risks in
ideas suggested for the revision.
Assignment has been proofread
and includes minimal errors.
Distinguished
In-depth analysis of the game is very
evident within the Game Modification
Task Sheet; responses illustrate a deep
and thoughtful review. Multiple new
views are offered on why the existing
game is successful. A strong rationale
is provided for likes and dislikes of
the game actions, design, and ap-
pearance; additional factors are also
provided.
Recommendations and ideas within
the Game Modification Plan are ex-
tremely clear and concise, and include
unique recommendations to improve
the game. Realistic (i.e. workable) and
valid suggestions are offered explain-
ing how they will improve the game.
Multiple change ideas are offered
and are clearly explained. The revised
objective of the game successfully
compliments what the revised game
will be.
The work is highly creative, offering mul-
tiple alternative approaches to chang-
ing the game from its original design.
Familiar methods and approaches
have been combined in new and inno-
vative ways.
Assignment has been thoroughly
proofread and contains no errors.
 1.E.2: ASSESSMENT OF LEARNING OBJECTIVES

Blooms Domain Learning Objective Level of Difficulty

From memory, learners can list or label basic
game design principles.
1 1

Learners can research online game reviews,

citing the vocabulary related to game play
2 2
and design elements.

Learners can consistently and correctly apply

project management fundamentals as an
3 3
essential function of game development.

Learners can demonstrate how to open a

pre-developed scene, view its components,
4
and configure the user interface within the
3
game editor.
Learners will be able to differentiate the fol-
lowing game development components:
i. Assets
ii. Hierarchy
5 iii.Inspectors/properties 4
iv. Parenting/Nesting
v. Views: Scene, Game Animation, Light
mapping, Occlusion Culling
vi. Prefabs
Supplied with a list of contemporary games,
learners will consistently and correctly char-
acterize genre inclusion; providing adequate
justification for genre selection. Learners can
6 4
also differentiate popular gaming platforms;
describing the advantages and disadvantag-
es in terms of hardware (i.e. peripheral) fea-
tures and game play modalities.
Learners can design a game rating system to
rank interactivity and player immersion.
7 5

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 Blooms Domain Learning Objective Level of Difficulty

Based on the review created by the learner,

the learner will formulate a Game Modifica-
tion Task Sheet and a Game Modification 5
8
Plan; identifying key differentiators of the
game, possible issues, and/or areas for im-
provement.
Evaluation
Upon selecting a game of their liking, learners can
write a critique using appropriate standards and
9 terminology.
6

Within small group interactions, learners can

Evaluation argue or defend the value of game narrative
10 and game play; evaluating its impact on the 6
game being discussed and influencing others
within the group.

1.F: SUGGESTED RESOURCES

Which books, digital resources, & other materials will be used in this lesson? Listed below is a
recommendation of resources to consider for this unit:
1. http://educade.org/lesson_plans/reflect-on-and-modify-games-with-the-help-of-the-games-we-play
2. Just Enough Project Management: The Indispensable Four-Step Process for Managing any
Project Better, Faster, Cheaper - Curtis R. Cook, Ph.D - McGraw-Hill Professional Publishing

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