Middle

Level, STEM-Themed Educational Game Evaluation Rubric

Game/Application Name __________________________________________________________ Publisher _____________________________________________

Platform (Web-based, PC Game, Mobile/Mac/PC)_______________________________ Cost (per license) ____________________________________


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3
2
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Relevance

The games focus has a strong

connection to STEM skills, middle
level standards and middle level
curriculum. It is highly appropriate
for middle level learners.

The games focus has a connection

to STEM skills, middle level
standards and middle level
curriculum. It is appropriate for
middle level learners.

Engineering
and Design Skill
Promotion
Connection to
CCCS & NGSS
Standards

Use of game strongly promotes:

students conducting scientific
research; designing and solving
scientific problems using tools;
developing, testing, and modifying
models/ideas; analyzing and
interpreting data; and evaluating
design solutions based on criteria.
Use of the game promotes strong
development of creativity and
innovation; communication and
collaboration; research and
information fluency; critical
thinking and engagement at high
cognitive levels, problem solving
and decision-making.
Though there is a learning curve
that promotes productive struggle,
the game can be launched,
operated and played
independently. Game can be
played in reasonable time. It is
learner centric, personalized and
adaptive.
The game maximizes student
engagement. It is highly motivating
for middle level learners, both
emotionally and at high levels of
cognition.

Use of game promotes: students

conducting scientific research;
designing and solving scientific
problems using tools; developing,
testing, and modifying
models/ideas; analyzing and
interpreting data; and evaluating
design solutions based on criteria.
Use of the game/technology
promotes some development of
creativity and innovation;
communication and collaboration;
research and information fluency;
critical thinking, and engagement;
problem solving and decision-
making.
The game may require some
teacher modeling, but once
started, learners can play
independently. Game may take
long time to play. It is somewhat
learner centric, and personalized.

Development of
21st Century
Skills
Connection to
ISTE Standards
and P21
Framework
Usability

Engagement

The game promotes student

engagement. The game is
emotionally motivating for middle
level learners, but cognitively,
they use it as directed by the
teacher.

The games focus has a tangential

connection to STEM skills, but is
connected to middle level
standards and middle level
curriculum. It may be a little
above or a little below grade level.
Use of game superficially
promotes the development of
Science and Engineering Practices
in a contrived way.

The game is not connected to

STEM skills, middle level
standards or middle level
curriculum. It is inappropriate for
middle level learners.

While gamers need some

technological prowess to play, the
game does not develop many 21st
Century Skills beyond prior
knowledge.

The game does not develop 21st

Century Skills.

Students need to be cued and

monitored each time the game is
used. Learning curve may be too
steep. Game may take an
unreasonable amount of time. It
lacks personalization and
adaptivity.

The game is frustrating for

students, is difficult to use, and
may not work properly. Game is
too involved to play in class. It is
not learner centric, personalized
or adaptive.

Students see the game as school

work or worksheets in disguise
and are not motivated to use it
unless directed to do so by the
teacher.

Students avoid the use of the

game and may complain when
instructed to use it.

Use of game does not promote

the development of Science and
Engineering Practices.

Created by Christopher S. Weiler, Ed.D.

Kutztown University of PA