Design Thinking: Game Something That Matters Rubric & Design Challenge Outline

GAME SOMETHING THAT MATTERS

This design challenge calls upon you to pose an answer to this question:

How might we use games to address

community concerns in Franklin County?

This requires TWO levels of research and understanding: GAME DESIGN  & ISSUES/CONCERNS facing our Franklin County community.

Design a game that in which players achieve one of the following:

A. Create solutions to the problem

or

B. Understand the complexity of the problem

or

C. Empathize with people who are experiencing the problem

THEN create a video demonstration of your game -- you may want to include a slide deck -- that explains how your game works and serves as pitch to the community organizations that work on these issues to put your game to use for them.

FOUR DELIVERABLES

PLAYABLE GAME PROTOTYPE.

VIEWABLE & SHAREABLE. GAME DEMO & PITCH VIDEO.

CompIete INTENTION MAP for your GAME PROTOTYPE

Complete INTENTION MAP for your DEMO & PITCH VIDEO

Your final design will be assessed based on these two standards: your ability to draw general conclusions from multiple claims & evidence AND your ability to use digital (and analog) media to enhance understanding of reasoning.

NOTE: I’m trying an even more simplified approach to the rubrics with this one.  It is truly just copy and pasted from the MBC English curriculum Please let me know if you prefer this this rubric style or the ones I’ve given to you earlier this semester that included my descriptions and connections to the exact assignment.

ELA.08.SCC.01.02 Understands how to draw general conclusions from multiple comments, claims and evidence made on all sides of an issue.

Source of EVIDENCE: INTERVIEWS, VIDEOS & PODCASTS

DEMONSTRATIONS:  Intention Map, Game Design & Demo Video

Level of Understanding	Descriptor
4 Exceeds	The student draws conclusions  and identifies the logic (or lack of) behind the conclusions referencing and assessing the strengths and weaknesses of multiple comments, claims, and evidence made on all sides of an issue.
3.5 Meets/Exceeds	With a few small changes, the student will draw conclusions, and identify the logic (or lack of logic) behind the conclusions referencing and assessing the strengths and weaknesses of multiple comments, claims, and evidence made on all sides of an issue.
3 Meets at a Complex Level	During a collaborative conversation with the class the student draws conclusions from multiple comments, claims, and evidence made on all sides of an issue.
2.5 Independent Foundational	The student independently identifies (in writing or in a one on one conversation) multiple comments, claims, and evidence made on all sides of an issue.
2 Supported Foundational	With support the student identifies (in writing or in a one on one conversation)  multiple comments, claims, and evidence made on all sides of an issue.
1 Not Yet	With support the student struggles to identify multiple comments, claims, and evidence made on all sides of an issue.

ELA.05.SPS.01.01.B Is skilled at making strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence.

DEMONSTRATIONS:  intention map, game design, demo video

Level of Understanding	Descriptor
4 Exceeds	The student creates a multimedia display that is is inventive, offers a solution, has problem solving capability, and/or demonstrates inductive or deductive reasoning.
3.5 Meets/Exceeds	The student creates a multimedia display that with a few small changes or conversations with the teacher would be inventive, offer a solution, have problem solving capabilities, and/or demonstrate inductive or deductive reasoning.
3 Meets at a Complex Level	The student can independently create/make an effective multimedia display that enhances findings, reasoning, and evidence. It may analyze, classify, symbolize and/or present an argument.
2.5 Independent Foundational	The student can independently identify and create a multimedia display that conveys findings, reasoning, and evidence.
2 Supported Foundational	The student creates a display and consistently needs support from the teacher as they create and/or present a project with findings, reasoning, and evidence.
1 Not Yet	With support, the student struggles to identify and/or create a multimedia display.