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Rubric for Assessing Project Work

Name: Heather Kelley
Scope: Course: The Poetics of Gameplay, College of Fine Arts
Assessment Tool: Rubric for Assessing Project Work


What factors/data/circumstances initiated the action?

I was developing a new, project-based studio course and wanted to make sure that the course had clear tools for assessment. The goal of the class is not just to design a fun game, but also to design something that is playable and will work in real time.  I found that students have many preconceived notions about what game design means so I wanted something to guide students away from their preconceived notions. I was also uncertain about how to grade the projects. The project assignments were articulated, but I didn’t have a clear idea about how to go about grading the assignments.


What did you hope to learn from the assessment?

To provide students with explicit rubrics for the design of a successful playable game; to develop clear rubrics to help grading of projects.


How was the data collected?

A rubric was developed to assess different aspects of the design of a playable game.


How was the assessment activity carried out?

Who were the participants?

All students participating in the class. 

When was/will the data be collected?

Students were given the rubrics as a guide before each project assignment.

What is the current status?

This was used in for the course that was taught during the spring, 2008.

What was the data, how was it analyzed/interpreted?

For each dimension of the project, the rubric was used to determine the number of points to assign. Final grades for each project were determined by the values for the different components.


How is the data being used?

The rubric has had three key impacts. First, it has helped to guide students through the expectations of a successful playable game assignment. Second, it has made grading of the projects much easier. I use the rubric as a grading guide and by giving a value to each component of the rubric it has helped to determine the final grade for each project. Third, having the rubric also made me feel more confident that I could justify final grades if students ever contested their grades.


Designing the rubric was the most difficult part. I felt that I had to design the rubric from scratch. It would have been helpful to learn from other examples, where I could have looked at other peoples and used them as templates.

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