ASSESSMENT OF LEARNING II Dorothy Joy E. Torrenueva Roberto Ines BSE-MATH IV-2 2012 Exercise 1.1 A.

CLASSIFY THE COGNITIVE OBJECTIVES BELOW IN TERMS OF BLOOMS TAXONOMY. 1. To identify the parts of a flower. Knowledge 2. To enumerate the characteristics of a good test. Knowledge 3. To determine the function of a predicate in a sentence. Comprehension 4. To summarize the salient features of a good essay. Synthesis 5. To use the concept of ratio and proportion in finding the height of a building. Application 6. To name the past Presidents of the Philippines. Knowledge 7. To determine the sufficiency of information given to solve a problem. Comprehension 8. To identify the resulting product of a chemical reaction. Analysis 9. To select a course of action to be taken in the light of possible consequences. Evaluation 10. To enumerate the parts of a cell. Prof. July 21,

Knowledge B. FOR EACH OF THE LESSONS BELOW, WRITE AT LEAST FIVE (5) LEARNING TARGETS FOLLOWING BLOOMS TAXONOMY. 1. Construction of a compound English sentence To define what is an English compound sentence To construct examples of an English compound sentence To differentiate compound English sentence to simple English sentence To create their own paragraph consisting of an English compound sentences. To identify conjunction use in construction an English compound sentences.

2. The three branches of the Philippine government To determine the corresponding function of each branches of the Philippine government To identify the 3 branches government of the Philippine To relate the connections of the functions of each branches of the Philippine government to each other. To enumerate the positions allotted on each branches of the Philippine Government to work productively in the country To construct their own diagram of the basic structure of each branches Philippine Government and labeled it with corresponding purposes in terms of maintain the harmony and peace of leading the country.

3. The animal cell To enumerate the basic structure components of the animal cell structure. To identify the corresponding purposes of each component of the animal cell To differentiate the structure of an animal cell to a plant cell. To summarize the process of cell division in the animal cell. To generate their understanding of the components purposes in utilizing energy in an animal cell.

4. Reading musical notes in key of G

To read musical notes in key of G. To locate the key signature of G in the illustration of musical notes. To play the key of G notes in a certain song To decode key signatures according to shapes and flats for easy recalling of the notes. To play the key of G notes in a certain song

5. Rules in playing basketball To enumerate the rules in playing basketball. To appreciate how a ones team earns score and get fouls in playing basketball. To play basic skills in basketball without disregarding the rules. To apply simple tactics in favor with the rules of playing basketball. To organize simple defensive and offensive play to avoid abiding the rules of playing basketball.

C. WRITE AT LEAST FIVE (5) SKILLS AND THREE (3) COMPETENCIES INVOLVED IN BAKING A CAKE. 5 SKILLS Estimating the appropriate quantities of ingredient to be used. Measuring the correct pan sizes and type. Using the correct oven temperature to bake the cake. Budgeting the available money to bake a delicious cake. Choosing the appropriate shape design and measurement of the desired look of the cake.

3 COMPETENCIES To manage your own bake shop. To decorate cake and maintain its delicious taste.

To bake other sweets and create your own recipe.

Exercise 1.2 A. DISCUSS THE APPROPRIATESS OF THE FOLLOWING ASSESSMENT METHODS: 1. Objective tests- actually using objective tests, is appropriate in testing all the hierarchy of educational objectives and in spite of that, the students could be engage in developing (HOTS) Higher Order of Thinking Skills. 2. Essay tests-here in essay test, it is appropriate to use when the teacher wants to

reveal how well students can recall, organize, and clearly communicate previously learned information. When well written, essays tests call on such higher-level abilities as analysis, synthesis, and evaluation. Because of these demands, students are more likely to try to meaningfully learn the material over which they are tested.
3. Performance tests- it is appropriate to use when the teacher aims to assess how well students use foundational knowledge to perform complex tasks under more or less realistic conditions 4. Oral questioning- it is appropriate to use when the teacher aims to assess the students stock knowledge and to determine the students ability to communicate ideas in coherent verbal sentences. 5. Self-reports- - it is appropriate to use when the teacher aims objective is to diagnose or to appraise the performance of students from the point of view of the student themselves. (Self-report approach to measurement of communication competence is examined. It is
concluded that self-reports have little validity as indicants of competent communicative performances but may serve as useful measures of self-perceptions which may function as precursors of communicative choices.)

6. Observational reports - it is appropriate to use when the teacher aims is to supplement an assessment method when used in conjunction with oral questioning and performance tests. 7. Product reports- It is the assessment which is talk about the end result of the students learning. Hence, it is appropriate to use when the teachers objective is to assess the projects and work of the students. Then here they have a particular level or procedures that we need to followed 1st the beginner, 2nd skilled and 3rd is the expert this procedures help you to better know the statues or expectation for your students.

B .If you were to utilize all these procedures, how would you put weights on each of the procedure? Explain your answer. 4

If we are going to weight the level of difficulties in utilizing the assessment methods, the most difficult among these is the essay test, while the most easiest to implement is the objective test. And if I were to rank there weights according to its difficulties, these would be the ranking: 7th Essay test 6th Self-reports 5thObservational reports 4th Product test 3rd Performance test 2nd Oral questioning 1st Objective test I rank them like this because; I base it on the level of difficulties in terms of execution and evaluating the outcome. And I find the objective as the easiest among the procedures, because it usually practices the lowest rank among the cognitive domain. Second among the easiest is the oral q questioning, though it will be difficult for those student, who dont practice speaking, in front of the class, it will be easy for the teacher to test the students alertness in answering a specific question. Then the third is the performance test, I rank it 3rd because it is very practical on the part of the teacher, who could fit their test in this kind of assessment because it is really tangible in terms of evaluating the students outcome for a certain topic. Next is the product report, because it is a somewhat closer in the performance test, because it assess the projects and work of the students. Then the Observational report it is difficult, for me we cannot, entirely rely on our observation if we assess the students. While second to the last is the Self-report, and here, the same reason with the observational report, it is not reliable, because it may cause biases. Lastly is the essay question, well for me it is the most difficult because, I see that the diverse perception of the learner would be the hindrance when we assess the learners ability. Page 20 Chapter Exercises A. In the cognitive domain, discuss the following hierarchy of educational targets: 1. Knowledge- this cognitive domain only concentrates merely in Acquisition of facts or simply memorizing concepts, that is why it is lowest rank among the cognitive domains

2. Comprehension- this cognitive domain is place second in the rank because the students learning involves understanding, understanding of the relationship of those facts that he acquires. 3. Application-this cognitive domain provides the learner to transfer the knowledge that he acquire in to one field to another (from one idea to another) 4. Analysis- this cognitive domain refers to Breaking down of concept into components meaning the child analyzes a specific concept by parts and explains it using the concept of its parts. 5. Synthesis-this cognitive domain is the opposite of analysis because the learner puts together components to summarize the concept. And this cognitive domain helps the student to be independent in a summarizing the concept through logic. 6. Evaluation- this cognitive domain is the highest rank because here the learner is responsible to put the worth of a concept or principle, meaning the learner is engage to develop HOTS ( Higher Order of Thinking Skills B. Suppose that you wish to teach the concept of Addition of Similar Fractions in elementary Mathematics. Write one objective for each of the following: 1. Knowledge- To identify similar fractions 2. Comprehension- To differentiate similar fractions to dissimilar fractions 3. Application- To solve decimal problems using the concept of adding similar fractions by converting the decimal into fraction form. 4. Analysis- To add numerator and the denominator of a similar fraction separately to get the final answer 5. Synthesis- To integrate the knowledge of adding similar fraction in order to solve a problem. C. Construct a performance checklist for assessing the performance of a student in each of the following: 1. Using MSWORD in typing ______Identifying the functions of the tool bar. ______Transforming selected text to Bold, Italic and Underline text. ______Perform deleting text, copying text and pasting text. ______Operates unchanged mistakes.

______Checking if the spelling is correct. 2. Acting out a role in class ______ Reconnecting the body and the voice of character. ______Use of authentic dramatic texts ______Build self-confidence ______Explore the language by trying on different identities ______Recycle language and use it in more authentic ways. 3. Basket weaving ______ Chooses the right materials. ______ Creatively design the basket ______ Attaches the handle in a correct manner ______ Shapes the basket according to its desired size ______ Packs basket straps 4. Delivering an oratorical piece ______ Masterfully crafted to offer a sublime experience ______ Keeping relaxed during a public speech ______ Makes eye contact with audience members wherever possible, smile and keep a steady breathing pattern ______ Using a conversational tone ______ Move and inspire people with the power of his words 5. Using a microscope ______ Carefully place the slide on the stage ______ Hold slide in place with stage clips ______ Use coarse adjustment to get slide into view ______ Adjust iris diaphragm to change the amount of light ______ Use fine adjustment to focus on slide

D. Define the following terms: 1. Content validity- It is how well the sample of test items represents the content the test is designed to measure. This type of validity is achieved through systematically defining in precise terms the following: The specific content universe Objectives How the content universe will be sampled 2. Criterion-related validity- It discuss how a test is judged against a specific criterion. It can be measured by correlating the test with a known valid test(as a criterion). It also used to predict future or current performance - it correlates test results with another criterion of interest. 3. Construct validity- How well a particular test can be shown to measure a particular construct (a theoretical construction about the nature of human behavior, such as intelligence, anxiety, or creativity). Constructs are difficult to measure because they are not directly observable but they are inferred from their effect on behavior. Construct validity is determined by seeing how well the test distinguishes between two groups of subjects, one that exhibits a high degree of the construct and one that doesn't. 4. Reliability- It is the level of internal consistency or stability of the test over time, or the ability of the test to obtain the same score from the same student at different administrations (given the same conditions) Reliability is usually expressed as some sort of correlation coefficient. [Values range from .00 (low reliability) to 1.00 (perfect reliability).] 5. Stability- it explains the idea of test- retest reliability wherein the scores from Time 1 and Time 2 can then be correlated. It also refers to internal consistency as reliability measures, which can be estimated in several ways. E. Answer the following questions: 1. A test may be reliable but not necessarily valid. Is it possible for a test to be valid but not reliable? Discuss. Answer.
No, Because a test can be reliable and not valid. A test cannot be valid and not reliable.

We can say that a test is reliable when it consistently produces the same results. A person may take a reliable test several different times, but would receive essentially the same results each time. And a person may take an unreliable test several times and receive different results each time.

Use of a test is considered valid when the interpretation of the results is meaningfully applied and only if the test is reliable. For example, a reliable spelling test is valid for use in assessing spelling skills, but is not valid for use in assessing keyboarding skills. So, a test may be reliable and valid or reliable and not valid, but a test that is not reliable will never be valid.

2. A 50 item test was administered to a group of 20 students. The mean score was 35 while standard deviation was 5.5. Compute the KR21 index of reliability.

3. Compute the Spearman Brown reliability index if the correlation between the odd and even scores is 0.84.

4. How many items are needed to construct a KR21 index of 0.60 if the mean is 75 and the standard deviation is 10.5 for a group of 30 students?

Therefore 154 items. 5. If the Spearman Brown prophecy formula gave an index of 0.80, what is the correlation coefficient derived from the split-half method?

6. Cite another example of a behavior considered not ethical in testing and assessment. Explain why you think such a behavior is not ethical. Answer: A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with subtle background music while the other class is taught the same lesson without any background music. (USE OF ASSESSMENT RESULTS FOR PERSONNEL EVALUATIONS) Because it should be pursuant to policy 7810, Evaluation of Licensed Employees, assessment results may be used in conjunction with all other available information to judge the adequacy of any educator's performance. A pattern of performance over multiple assessment cycles may be one indicator of the adequacy of an educator's performance. Although the teacher is also the researcher it is not ethical to use your class for personal evaluation or for personal concerns. 7. Enumerate the three(3) main concerns of ethics in testing and assessment. Discuss each major ethical concern. 10

(a) Possible harm to the participants- it only discussed that in assessing a teacher should consider if the test used can caused any physical or psychological harm to anyone, because it the teachers responsibility to make sure that all of the participants are protected to any physical or psychological harm. (b) Confidentiality of assessment data- it only entails that the students test result should be confident between the student and the teacher, nevertheless it should not be communicated to any specific member of the class. (c) Presence of concealment or deception- it explains that the teacher may conceal the objective of the assessment but then, the teacher should provide the sufficient explanation as possible, because it the teachers responsibilities and also as part of the teachers ethics.

8. What is meant by predictive validity? Illustrate this concept. Predictive validity involves testing a group of subjects for a certain construct, and then comparing them with results obtained at some point in the future. Predictive validity: How well predictions made by a test are confirmed by later behavior of subjects. Used in aptitude and other predictive tests: Test is given Later behavior is observed Two measures are correlated

9. Which of the following: content validity, criterion validity, construct validity, is the most difficult to obtain? Explain why. Answer: For me it is the construct validity because it is normally based on demonstrating meaningful relationships among elements of states, attributes, results, problems or disorders. For example, there are different symptoms of depression. There is much other disorder that does not have the symptoms associated with depression. For instance, depression is in many ways the opposite of mania. A result of depression would have construct validity if results showed a positive relationship between low energy (depression) and no relationship between depression and the high energy in mania. The results would diverge. 11

10. Is it possible to obtain a correlation coefficient of 1.5 for two sets of test scores? Discuss. NO , because:

And correlation coefficient can vary from .00 to 1.00, therefore it is not possible, because correlation coefficient here is equal to 3. F. In the following situations, identify the ethical issues that may be raised in terms of (a) possible harm to the participants, (b) confidentiality of assessment data, and (c) presence of concealment or deception: 1. A teacher plans to rate the performance of students in a gymnastics class unobtrusively. He does not let the student know that he is actually rating their gymnastics abilities. Instead, he tells the students to use the gymnasium facilities for practice and then, he watches the students practice on occasions that are unannounced. C. Presence of concealment or deception 2. A teacher is taking a graduate course in research and intends to use his students in English 1 as subjects of his study. His research deals with the effect of classical music on the learning of grammar. One class is taught English grammar with subtle background music while the other class is taught the same lesson without any background music. A. Possible harm to the participants 3. As part of the students portfolio assessment, the pupils are required to write every event that happens in their homes at night which may have some bearing on their ability to complete their homework. The teacher instructs the pupils to write one paragraph of such events once every hour from 5:00 P.M to 9:00 P.M daily. C. Presence of concealment or deception 4. An arts and crafts teacher requires the students to submit their basket weaving projects to be graded. He selects the best student outputs and brings these projects home. A. Possible harm to the participants 5. In grading his students in Mathematics 4, a high school teacher subjectively adds five more points to the grades of students who have performed poorly but who, he believes; deserve better grades had they spent more time studying. In some 12

instances, however, he does not add any point to a poor performer because he also believes that such cases do not represent a case of just needing more time. A. Possible harm to the participants 6. In order to proceed with final examination in a swimming class, the teacher brings his students to a nearby beach and individually rates his students swimming skills in the open sea. To ensure that he is protected on the event of an untoward incident, the teacher also required the students to submit a parental consent form. A. Possible harm to the participants

CHAPTER EXERCISES p.31 A. For each of the following tasks, identify at least three(3) processoriented learning competencies: 1. Constructing an angle bisector using a straight edge and a compass Draw a circle with 2cm. Solve daily problems involving objects which are circle. Use protractor appropriately in measuring the corresponding degree of the angle. Relate the concept of the triangle with respect to angle. Integrate the knowledge about the Cartesian plane plotting the circle with respect to its corresponding angle.

2. Constructing three-dimensional models of solids from card boards Draw a Cylinder with radius 5cm. Creatively cut the shapes according to its desired size. Measure the exact /actual size which is being described by the problem. Solve for the needed area of the card board to construct the solid. Use the ruler to make conversion, in accordance to the problem 3. Writing an essay about EDSA III Criticizes the issue behind the EDSA Revolution

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Construct paragraph which collaborates a good idea about Important events in the country. Involve the self of the issue which leaves legacy in the Philippine history Practice a good handwriting skills. Make use of the correct connecters, between the paragraphs. 4. Performing a skit on the importance of a national language Reconnecting the body movements to the voice and expression of the character being portray Enhance the fluency of the learners skill in pronouncing words which is treasured in our national language. Build self-confidence in front of the class. Creatively explore the language by trying on different portrayals. Cooperates with group members while developing social skills. 5. Role playing to illustrate the concept of Filipino family values Evaluate their own family values. Apply the good characters of a Filipino at their home. Pronounce the script with correct facial expression. Create a good relationship with the co-members in accomplishing the play. Maintain the character in spite of the crowds destruction. B. Choose any five activities below and then construct your own scoring rubrics. 1. Use evidence to solve a mystery. 2. Devise a game. 3. Participate in a debate. 4. Infer the main idea of a written piece 5. Draw a picture that illustrates whats described in a story or article. Explain what you have drawn, using details from the story or article. 6. Write a research paper.

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7. Apply a scoring rubric to a real or stimulated piece of student work. 8. Write an outline of a text or oral report. 9. Propose and justify a way to resolve a problem. 10.Design a museum exhibit. 11.Develop a classification scheme for something and explain and justify the categories. 12.Justify one point of view on an issue and then justify the opposing view. 13.Given background information, predict what will happen if _______. 14.Evaluate the quality of a writers arguments. 15.Combine information from several sources to draw a conclusion about something. 16.Determine alternative courses of actions, giving advantages and disadvantages of each. 17.Analyze how a particular system works and the way the components work together to affect each other. 18.Apply rules to particular situations. 19.Answer questions beginning, What will happen if or What will you do if or How things be different if 20.Write a summary of an article. 21.Critique your own or someone elses work, giving examples or details. 22.Compare and contrast two stories or articles. 23.Draw conclusions from a text. 24.What was the purpose of _______? 25.Any task that requires an extended written response. DEBATE GRADING RUBRIC
Levels of Performance for AFFIRMATIVE Team

Criteria

Grade:

15

1. Organization & Clarity:

Main arguments and responses are outlined in a clear and orderly way.

Completely clear and orderly presentation

Mostly clear and orderly in all parts

Clear in some parts but not overall

Unclear and disorganized throughout

2. Use of Argument:
Reasons are given to support the resolution

Very strong and persuasive arguments given throughout Excellent crossexam and defense against Negative teams objections

Many good arguments given, with only minor problems Good crossexam and rebuttals, with only minor slipups

Some decent arguments, but some significant problems Decent crossexam and/or rebuttals, but with some significant problems

3. Use of crossexamination and rebuttal:

Identification of weakness in Negative teams arguments and ability to defend itself against attack.

Few or no real arguments given, or all arguments given had significant problems Poor cross-exam or rebuttals, failure to point out problems in Negative teams position or failure to defend itself against attack.

4. Presentation Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audiences attention and persuading them of the teams case.

All style features were used convincingly

Most style features were used convincingly

Few style features were used convincingly

Very few style features were used, none of them convincingly

TOTAL SCORE: _____

Levels of Performance for NEGATIVE Team

Criteria 1. Organization & Clarity:

Main arguments and responses are outlined in

4 Completely clear and orderly presentation

3 Mostly clear and orderly in all parts

2 Clear in some parts but not overall

1 Unclear and disorganized throughout

Grade:

16

a clear and orderly way.

2. Use of Argument:
Reasons are given against the resolution

Very strong and persuasive arguments given throughout Excellent crossexam and defense against Affirmative teams objections

Many good arguments given, with only minor problems Good crossexam and rebuttal, with only minor slipups

Some decent arguments, but some significant problems Decent crossexam and/or rebuttal, but with some significant problems

3. Use of crossexamination and rebuttal:

Identification of weakness in Affirmative teams arguments and ability to defend itself against attack.

Few or no real arguments given, or all arguments given had significant problems Poor cross-exam or rebuttal, failure to point out problems in Affirmative teams position or failure to defend itself against attack. Very few style features were used, none of them convincingly

4. Presentation Style:
Tone of voice, clarity of expression, precision of arguments all contribute to keeping audiences attention and persuading them of the teams case.

All style features were used convincingly

Most style features were used convincingly

Few style features were used convincingly

TOTAL SCORE: _______

Summary Grading Rubric

(Summary Writing Evaluation)

Developing (1 mark) Purpose & Form Approaching Level (2 marks) presented in summary is evident but supporting details only minimally supportive; therefore, reader is vague about At Level (3 marks) Above Level (4 marks)

No clear topic Main idea

sentence to indicate main idea of summary. Supporting details are weak and not clear what idea they are supporting.

Clear main

idea & sufficient and relevant supporting details within summary gives reader adequate understanding of content of

Summary

demonstrates a strong focus and concisely catches the main points of the original article. The main idea is clear, sustained and

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 Summary not
completed in sentence and paragraph form.

content of original article. Some paragraphing in summary. Summary is too long (too short) to be effective.

original article. Is one third to a half the length of the original Is written in sentence and paragraph form.

supporting details presenting in same order as original. Length of summary is appropriate Is in correct paragraph(s) form. of summary is logical & coincides with the original. There is a well-linked beginning, middle and end Excellent use of transitions within summary. objective and impartially presents article's point of view. Vocabulary is appropriate for intended audience and reflects accurately the degree of complexity of the original. Sentence variety is varied. Writing is free of all conventional spelling and mechanical errors.

Organizatio n

No clear

beginning, middle or ending No use of transitions within written summary

Distinguishable Overall
beginning, middle and end Use of transitions is attempted within written summary.

organization of summary demonstrates a strong beginning, middle and ending. Clear use of transitions

Organization

Style

No

distinguishable voice. Vocabulary is simple but sufficient to convey basic ideas.

Writer's voice Voice is

is evident and summary reflects the writer's opinions. Attempting to use vocabulary from within original article.

objective and no personal opinion is evident. Vocabulary is appropriate to the purpose of the writing. Effective use of some sentence variety.

Voice is

Mechanics & Speeling

Writing has

not been edited & contains many spelling & mechanical errors.

Many errors in Writing has

spelling and mechanics that distract the reader.

been well edited. Occasional spelling & mechanical errors do not distract the

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reader.

Rubric for drawing a conclusion

Unacceptable 1 pts Drawing Conclusions

Poor 2 pts

Average 3 pts

Good 4 pts

Excellent 5 pts

Unacceptable
You do not draw any conclusions from the text.

Poor
You know that the text is connected to other ideas but cannot form any conclusions about it.

Average
You know that the text is connected to other ideas; you can draw a conclusion from the text with directing from the teacher.

Good
You are able to draw conclusions from the text with no aide from the teacher.

Excellent
You are able to draw multiple conclusions from the text and connect them to other readings.

Rubrics for extended written response Scoring Rubric for Essay Questions
Level of Achievement Exemplary (10 pts) General Presentation Provides a clear and thorough introduction and background Addresses the question Addresses the question Presents arguments in a logical order Uses acceptable style and grammar (no errors) Combination of above traits, but less consistently represented (1-2 errors) Same as above but less thorough, still accurate Does not address the Reasoning, Argumentation Demonstrates an accurate and complete understanding of the question Uses several arguments and backs arguments with examples, data that support the conclusion

Quality (8 pts)

Uses only one argument and example that supports conclusion

Adequate (6 pts)

Demonstrates minimal

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question explicitly, though does so tangentially States a somewhat relevant argument Presents some arguments in a logical order Uses adequate style and grammar (more than 2 errors) Needs improvement (4 pts) Does not address the question States no relevant arguments Is not clearly or logically organized Fails to use acceptable style and grammar

understanding of question, still accurate Uses a small subset of possible ideas for support of the argument.

Does not demonstrate understanding of the question, inaccurate Does not provide evidence to support response to the question

No Answer (0 pts)

Rubric for Devising a Game 20

CATEGORY Knowledge Gained

Excellent All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. All information cards made for the game are correct. Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal. Rules were written clearly enough that all could easily participate. The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. The group worked well together with all members contributing significant amounts of quality work.

Good All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. All but one of the information cards made for the game are correct. Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal. Rules were written, but one part of the game needed slightly more explanation. The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters. The group generally worked well together with all members contributing some quality work.

Satisfactory Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. All but two of the information cards made for the game are correct. Contrasting colors and "borrowed" graphics were used to give the cards and gameboard visual appeal. Rules were written, but people had some difficulty figuring out the game. The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. The group worked fairly well together with all members contributing some work.

Needs Improvement Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. Several information cards made for the game are not accurate. Little or no color or fewer than 3 graphics were included.

Accuracy of Content

Attractiveness

Rules

The rules were not written.

Creativity

Little thought was put into making the game interesting or fun.

Cooperative work 21

The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

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