| Knowledge Gained | All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. | 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. | 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. | Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. |
| Accuracy of Content | All information cards made for the game are correct. | All but one of the information cards made for the game are correct. | All but two of the information cards made for the game are correct. | Several information cards made for the game are not accurate. |
| Attractiveness | Contrasting colors and at least 3 original graphics were used to give the cards and gameboard visual appeal. | Contrasting colors and at least 1 original graphic were used to give the cards and gameboard visual appeal. | Contrasting colors and borrowed graphics were used to give the cards and gameboard visual appeal. | Little or no color or fewer than 3 graphics were included. |
| Rules/Directions | Rules were written clearly enough that all could easily participate. | Rules were written, but one part of the game needed slightly more explanation. | Rules were written, but people had some difficulty figuring out the game. | The rules were not written. |
| Cooperative work | The group worked well together with all members contributing significant amounts of quality work. | The group generally worked well together with all members contributing some quality work. | The group worked fairly well together with all members contributing some work. | The group often did not work well together and the game appeared to be the work of only 1-2 students in the group. |
| Creativity | 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 put some thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. | The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. | Little thought was put into making the game interesting or fun. |