Paper game assessment
Present your making process, playable game and evaluation evidence.
Prepared lesson material. Start this task when your teacher introduces it; it is not currently assigned homework.
For this lesson
Read the handout text online
| HANDOUT 14 • SUMMATIVE | PAPER GAME DESIGN |
Paper Game — Summative
Your final challenge: Create a complete paper game for Grade 6 players, then test it with real players. This one handout contains the Criterion C and Criterion D requirements, rubrics, and scoring areas.
| HANDOUT 14 • SUMMATIVE | CRITERION C |
Section 1 — Criterion C: Creating the solution
| TODAY’S ASSESSMENT CRITERION C | SUMMATIVE ASSESSMENT You are graded on the final plan, technical making, completed game, and any justified changes made while building. |
For this handout, your teacher records a score for Criterion C only. The other criteria are not being graded on this task.
Follow these steps
| 1 | Prepare a final build plan. Number every major step: make pieces, label them, assemble, check rules, test, and package. |
| 2 | Build the final version. Make the board, cards, tokens, score area, and rule sheet clear enough for someone else to use. |
| 3 | Document a change. If you change your plan, write what changed, why it changed, and how it helped the player. |
| 4 | Photograph evidence. Take a photo of the complete game set-up and a photo of real players using it. |
| HANDOUT 14 • SUMMATIVE • RUBRIC AND SCORE | CRITERION C |
Continue using the evidence from the previous page.
Criterion C rubric • score out of 8
| SCORE | WHAT YOUR WORK SHOWS |
| 7–8 | I create an exceptionally polished, reliable game. My technical choices, components, rules, and justified changes work together for players. |
| 5–6 | I use a logical plan to create a complete, playable game with clear, careful components and a documented change where needed. |
| 3–4 | My game is partly playable, but the plan, components, or rules still need significant improvement. |
| 1–2 | My plan or final game is incomplete, unclear, or not playable. |
Teacher score — Criterion C: ____ / 8
| HANDOUT 14 • SUMMATIVE | CRITERION D |
Section 2 — Criterion D: Evaluating
| TODAY’S ASSESSMENT CRITERION D | SUMMATIVE ASSESSMENT You are graded on how you test with real players, evaluate the game against clear checks, and explain improvements and impact. |
For this handout, your teacher records a score for Criterion D only. The other criteria are not being graded on this task.
Follow these steps
| 1 | Test with two real players. Watch without teaching unless the written rules tell you to. Record success, confusion, choices, and comments. |
| 2 | Evaluate against four checks. Use: clear goal; fair rules; usable components; enjoyable player choices. |
| 3 | Explain improvements. Write two specific changes you would make in a next version and explain which testing evidence supports each change. |
| 4 | Explain impact. Complete: ‘For my Grade 6 players, this game has the effect of ______ because ______.’ |
| HANDOUT 14 • SUMMATIVE • RUBRIC AND SCORE | CRITERION D |
Continue using the evidence from the previous page.
Criterion D rubric • score out of 8
| SCORE | WHAT YOUR WORK SHOWS |
| 7–8 | I evaluate insightfully with detailed testing evidence, explain meaningful impact on players, and propose precise improvements for a stronger next version. |
| 5–6 | I use real player evidence to evaluate the game against clear checks and explain practical improvements and its impact. |
| 3–4 | I include some feedback and a general evaluation, but evidence and improvement ideas are limited. |
| 1–2 | My testing or evaluation is missing, based mostly on opinion, or does not explain useful improvements. |
Teacher score — Criterion D: ____ / 8