ASSESSING

CREATIVITY
IN COMPUTING
CLASSROOMS
CREATIVE COMPUTING LAB
HARVARD GRADUATE SCHOOL OF EDUCATION
MAY 2020
TABLE OF CONTENTS

03
WELCOME

05
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
ACKNOWLEDGMENTS
I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or

06
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
CASE STUDIES
rubric, really talking about what’s important in the
beginning.”

23
ASSESSMENTS
 WELCOME
What do you think about when you think about computer programming?

As members of the Creative Computing Lab at the Harvard Graduate School of Education, we think about the
creative power of programming, how programming can be used in many different ways to express ideas and solve
problems. You, like so many of the wonderful educators we are privileged to work with, may also be excited about
the creative potential of programming and supporting creativity in your classroom.

As computing education has become more popular in K–12 and more educators share a commitment to supporting
creativity through programming, questions have surfaced about how to assess the beautiful and complex learning
that is taking place in classrooms. Creative work can be incredibly diverse in process and in product, which can
lead to feelings of uncertainty about assessment. However, we also know that there are K–12 teachers—across
the country, around the world—who are supporting creative practice in the classroom every day and have found
thoughtful and imaginative ways of assessing creative work.

The excitement for the creative power of programming and the questions about how to assess students’ creative
work prompted us to undertake this project, which was funded through the generous support of Google’s Computer
Science Education Research program. In this project, we were guided by a central question: How do K-12 computing
teachers assess creative programming work? Our approach was simple: during the summer of 2019, we talked to 80
K–12 computing teachers across the U.S. about how they supported and assessed creative work in programming
activities. In our conversations, typically between two teachers and a member of our team, teachers brought a
pair of assessment examples and used those examples as the foundation for a broader discussion about creativity,
programming, and assessment.

Although these 80 teachers had a shared commitment to creativity and computing, how this manifested in the
classroom looked very different from teacher to teacher. These teachers worked with students of different ages
and had different degrees of access to their students. Some teachers saw every student in the school for a half-
hour each week; other teachers taught dedicated computing courses to the same group of 20 students every day.
These teachers also had different disciplinary commitments. Some teachers integrated programming into core
subjects; others integrated programming into technology courses on hardware, web design, and more. Although
the contexts, access, programming languages, and types of projects varied widely, teachers expressed their
commitment to helping their students see the radical and imaginative potential of programming.

Through these conversations, as well as an examination of the assessment research literature, we identified key
principles that guide the assessment of creative programming activities:

Foster a classroom culture that values assessment. Assessment can feel intimidating or unproductive for students
and teachers, but we heard beautiful examples of how teachers were reimagining the role of assessment in the
classroom, creating opportunities for assessment to benefit the learner, the teacher, and the learning community.
We heard about teachers offering feedback to students, as well as offering opportunities to resubmit work until
students were satisfied with the work and the evaluation. In the case studies at the beginning of this volume,
you’ll read about four teachers who took multifaceted approaches to building this sort of constructive creative
environment.

See student process as well as product. In addition to evaluating the final product, we also heard about teachers
employing many different strategies to assess aspects of student process along the way. Teachers were studying
and offering feedback on drafts leading up to the final version, as well as asking students to keep a design journal
and record reflections throughout the process. In one of our classroom case studies (Understanding Process in
Erin’s Classroom), we heard how students engaged in sharing throughout the creative process, learning how to
confidently present their ideas, as well as how to give and receive helpful feedback.

3
Understand what is creative for the student. Students are entering classrooms with a wide variety of prior
programming experience, and they may want to pursue wildly different projects. We heard about teachers asking
students to define their own project goals and to explain what was creative, novel, or surprising for them. In another
classroom case study (Assessing Creativity as Choice in Joshua’s Classroom), where students varied greatly in their
level of comfort with the idea of creativity, the careful scaffolding of creative projects honored each learner’s unique
path.

Support students by incorporating feedback from multiple perspectives. Because creativity is inherently
subjective, teachers talked about creating opportunities for peers to assess one another, as well as asking students
to reach out to parents and family members for feedback, or bringing other authentic audiences into the classroom.
In the third case study (Multiple Perspectives on Projects in Evan’s Classroom), this feedback was used as data,
providing insight on what students had learned and what supports they needed in order to grow as creators.

Scaffold opportunities for students to develop judgment of their own work. Across grade levels, we heard how
teachers develop strategies for helping students learn how to assess their own work and become more independent
learners, from asking students to assess themselves on a rubric before submitting their work to asking students
what they might iterate on, if given more time. In the fourth case study (Student-Designed Assessments in Jessie’s
Classroom), students designed their own rubrics, which they later used to assess their projects and reflect on their
learning.

Thanks to these incredible teachers who met with us and generously shared their thinking about their practice,
we were able to gather more than 300 assessments, ranging from class project rubrics to examples of student
project portfolios. In this document, we are sharing our understandings in two ways: (1) a collection of four case
studies, and (2) a selection of 50 assessments. The case studies tell the stories of four teachers who are putting
the guiding principles of creative assessment into practice in the complex, real-life contexts of their classrooms.
The 50 assessments represent a curated collection of real assessments that teachers are using in their classrooms,
accompanied by quotes from teachers about what the assessment of creative work entails.

As you continue to explore ways of supporting creativity in the computing classroom, we hope that this volume will
serve as rich inspiration for your pedagogic imagination. We look forward to hearing from you about how you use
these ideas and resources!

Sincerely,
Karen Brennan, Paulina Haduong, and Emily Veno
Creative Computing Lab
Harvard Graduate School of Education

4
 ACKNOWLEDGMENTS
We are so grateful to the 80 teachers who were so generous with their time and thinking. Your work inspires us—
thank you! Although we use pseudonyms in the remainder of this volume, we want to acknowledge the phenomenal
teachers who supported this work through their thoughtful reflections and practices of supporting creative work in
the computing classroom.

Abigail Mente, Alexis Cobo, Alise Braick, Allison Goldsberry, Amanda Martin, Amanda O’Mara, Amy Perez, Angela
DeHart, Angie Abbott, Anne Marie Wyman, Art Simon, Barbara Peskin, Brittany Kavanaugh, Byron Gilliland,
Catherine Tabor, Charlotte Bethany, Chere Guilbeau, Christopher Sweeney, Courtney Bell, Daniel Bell, Darlene
Martin, David Petty, David Renton, Doug Bergman, Betsy Dillard, Eric Eisaman, Eric Toy, Eric Walters, Erica Roberts,
Gloria Mathew, Greg Beutler, Ingrid Roche, Jamie Lang, Janell Miller, Jason Rushing, Jeff Durney, Jennifer Styer,
Jennifer Waldron, Jim Looney, Joanne Barrett, Joe Beasley, John Bartucz, Julianne Ross-Kleinmann, Julie Moore,
Kaye Rueschhoff, Kaywin Cottle, Kelly Powers, Kerri Murphy, Kevin Lenihan, Kevin Saxton, Kimberly Zern Evelti,
Kirsten Fournier, Kyle Schroeder, Lara Cesco-Cancian, Laurel Pollard, Lauren Lutz-Coleman, Lauren Pruitt, Lisa
Skinner, Liz Bransky, Lori Wristers, Luna Ramirez, Marcel van Baal, Meg Boyles, Mehreen Butt, Melissa Zeitz, Neil
Plotnick, Nichole Niebur, Owen Peery, Patty Hicks, Quincy Tennyson, Rachel Smith, Rebekah Lang, Rob MacDonald,
Ruth Farmery, Sue Tyner, Susan Ettenheim, Susan Geores, Tami Brass, Tammy Andrew, TJ Olenja

Thank you also to Chris Stephenson, Tina Ornduff, and the inaugural CS-ER cohort for your support in making this
project possible.

Thank you to Angelina Berardi for support with the graphic design of this report.

Finally, thank you to our friends in the Creative Computing Lab who have supported us throughout the process,
in ways large and small: Plub Limpiti, Laura Peters, Sarah Blum-Smith, Max Yurkofsky, Raquel Jimenez, and Jeff
Hawson.

We are releasing this work under a Creative Commons Attribution-NonCommerical-ShareAlike 4.0 license, which
means that you are completely free to use, change, and share this work, as long as you provide appropriate
attribution, do not use the material for commercial purposes, and give others access to any derivative works.

Recommended citation: Brennan, K., Haduong, P., & Veno, E. (2020). Assessing creativity in computing classrooms.
Cambridge, MA: Creative Computing Lab.

5
 CASE
STUDIES
 ASSESSING CREATIVITY AS CHOICE
IN JOSHUA’S CLASSROOM
“Five years ago, they were afraid to make any mistakes, and now I’ve got kids
that are jumping into the deep end before they know how to swim.”
Joshua, a K-5 teacher at a public school in the Midwest

“I think kids can be intimidated by that word.”

Several years ago, Joshua’s district leadership began a process of defining “creativity” and encouraging discussion
between students and teachers about what it means to do and assess creative work. He noticed that many students
were nervous about the idea of working creatively and being assessed on creativity. “Some kids just don’t look at
themselves as being creative. They say, ‘I want to know the rules.’ Or they get wrapped up in, ‘I can’t draw, so I’m
not creative.’ And they wrap creativity up in one construct, and don’t look outside that box.”

Not all of Joshua’s students were hesitant to see themselves as creators. Some of them, to the contrary, relished
opportunities to engage in creative projects. Joshua had concerns about how to assess both kinds of students,
because he didn’t want to make aesthetic and subjective judgements that might crush their self-confidence or
motivation. “They are so, so proud of their work,” he says. “It tugs at your heart a little bit. How do you judge
that art? The process that they go through?” However, he has also observed that assessing creative work using
“objective” rubrics could impose inauthentic limits on students’ imaginations. “Kids tend to pigeonhole themselves
into what they think they’re capable of doing,” says Joshua, noting instances where kids would constrain themselves
and conform to the rubric specifications.

Through discussions about creativity at multiple meetings and professional development classes, Joshua and the
other members of the school district curriculum committee designed tools to support an assessment strategy that
took into account the varying creative dispositions of their students. They wanted to encourage fearful students
to develop their creative viewpoints and embrace uncertainty, while supporting enthusiastic creators in following
their interests while persevering through challenges. “The overall goal is to get them to that point where they are
fearless,” says Joshua, “where they are not afraid to express who they are and express their ideas.” What does

CAPSTONE
PROJECT PROJECT PLANS BY: _________________________________________________

Use the prompts below to start thinking about the elements needed to develop your project.
PROJECT PROJECT SKETCHES BY: _______________________________________________

PLANNING SKETCHES Use the space below to draw sketches of what your project will look like!

MY PROJECT
Circle the type of project you want to create.
MY PROJECT SKETCHES

Game Story Animation Art

Describe the project you want to create.

What’s happening? What are the important elements? What’s happening? What are the important elements?
List the steps needed in order to create your project.

_______________________ Example Steps:

_______________________

_______________________
Add a backdrop

_______________________
Add a sprite

_______________________ Code the sprite to move left and right
PROJECT PLANNING. Selections from capstone project

_______________________ Code the sprite to move up and down

planning pages, which Joshua’s students use to outline a

_______________________
Add a 2nd sprite

_______________________
Code the 2nd sprite to move randomly vision for their long-term open-ended project. It includes

_______________________
Add a score examples of what kind of project they might create and

_______________________
Add a 2nd backdrop steps they might take to get there, to further scaffold

Create an ending sprite their journey to creative independence.
7
What’s happening? What are the important elements? What’s happening? What are the important elements?
CASE STUDY #1: JOSHUA

that look like in practice? Largely, it’s about choice. When his students make choices about how to creatively
demonstrate what they know and what they can do, they take ownership of their learning. Joshua uses three tactics
to build a classroom environment rich in opportunities for creative choice: scaffolded projects, project menus,
and assessing independence.

Scaffolded Projects
Eventually, each of Joshua’s students are asked to make big, complex creative choices. Each of Joshua’s fourth
and fifth grade students completes a long-term, open-ended, and self-directed capstone project. “They have to
plan everything,” he explains, “and understand the concept of the game, the story they’re telling, or the animation
they’re presenting.” The path to these bigger creative choices, however, is a series of small ones. Joshua carefully
prepares students for the capstone throughout the year, gradually incorporating more tools students know how to
use and reducing constraints imposed on their projects. “I start with a guided lesson where I will say, ‘Okay, let’s
all use the cat sprite, and use that sprite as our main character...and we do an activity that lends itself to a specific
skill.” These lessons are deliberately kept simple and brief, meant to reduce initial intimidation rather than impose
a model for how students should create.

“What I do then,” describes Joshua, “is say, ‘Okay, now, checking what we’ve done, I want you to recreate this
lesson in your own way.’ So, in the last part of the day, or even the next day, they’re using the same constructs, the
same skill sets, and they’re building their own things.” During this low-stakes project, Joshua strives to understand

Capstone Project Menu

Mild Medium Spicy!

Create a working game in Create a working game in Scratch ཏ Create your own custom
Scratch that includes the that includes the following: background or sprite using
following: paint editor tips.
ཏ Create a variable and name ཏ Add a music loop.
ཏ Use motion blocks to it timer. Program a working
program your main sprite timer to add a challenge for
to move toward target your players.
sprites. Add at least one
target sprite and motion
blocks to make it move.

ཏ Add a sound effect inside of

a conditional.

ཏ Create a variable called

score. Use a conditional ཏ Make one target sprite add
and variable to add a points and another sprite
score. Remember to set subtract points.
score to 0 when you click ཏ Make a background that
the green flag. changes to create multiple
levels of your game.

CAPSTONE PROJECT MENU. This particular project menu was designed by the curricu-
lum committee for students who wanted to make games in Scratch. More playful than a
list of project requirements, menus help generate ideas and encourage Joshua’s students
to challenge themselves.

8
CASE STUDY #1: JOSHUA

each student’s creativity in the context of their relative unfamiliarity with the tool and process. “You’ll have some
kids that will find a sprite from the library, but they’ll use the drawing tool to make a rainbow shirt or do something
different, to add their own flair to the assignment.”

When it’s time for Joshua’s students to tackle their capstone projects, they are familiar with a variety of concepts
and are used to working creatively, thanks to the guided lessons and low-stakes projects. Joshua uses a capstone
project planning page, developed by the district curriculum committee, to help students flesh out their ideas and
envision how they might specifically put them into action. By scaffolding each step of their journey toward open-
ended projects, Joshua supports his students to work towards fearlessly engaging in the creative process.

Project Menus
As students plan and create their capstone projects, Joshua wants to encourage them to demonstrate mastery of
the specific tools and concepts they’ve learned so far. However, to support their creativity, he also avoids being
overly prescriptive when telling students what to include in their final products. Project menus, another tool the

Creative Coding Capstone

The Rubric

Basic Project requirements: Advanced Project requirements:

● multiple backdrops ● multiple backdrops, which include:
● multiple sprites ○ original art using Scratch
● contains at least 3 out of the 5: drawing tools
○ variable ● multiple sprites, which include:
○ conditional ○ original art using Scratch
○ function drawing tools
○ loop ○ multiple costumes
○ event ● contains at least 4 out of the 6:
● sound, which could include: ○ variable
○ background music ○ conditional
○ sound effects ○ function
○ text to speech ○ loop
○ event
1 2 3 4 ○ broadcast blocks
Student is Student is Student is Student is ● sound, which could include:
unable to able to able to able to ○ background music
complete a complete a complete a complete an
Basic project Basic Project Basic Project Advanced
○ sound effects
even with with much even with Project with ○ text to speech
extensive assistance. minimal minimal or no
assistance. assistance. assistance.

CAPSTONE RUBRIC. Instead of using a traditional rubric, Joshua assesses capstone projects using a list of
“basic” and “advanced” requirements and a 1-4 scale of student independence. Students are encouraged to
push themselves past the basic skills they’ve been taught but aren’t penalized for needing support.

9
CASE STUDY #1: JOSHUA

curriculum committee developed, help students envision directions they might take their project but don’t insist
they follow one particular set of steps. The language used is also different from a traditional list of requirements
or categories students might see on a rubric. The “mild, medium, and spicy” framing and the title “menu” both
tacitly acknowledge that different students will have different priorities and abilities when making their projects,
as well as that project features are a matter of individual choice. “We talk about these things, so they see the
differential,” says Joshua. “And they’re then able to decide what pieces they’re able to put into it.”

Project menus address the needs of multiple kinds of students in Joshua’s classroom. Students who are fearful
of open-ended assignments can use the menu to generate ideas and reassure themselves that they know how
to make a creative project, while students who relish the opportunity to design their own project can give
themselves structure and stay on track using the checklist.

Assessing Independence
When students have finished their capstone projects, Joshua uses a rubric framework to assess their work.
Logically similar to the project menus, this rubric also centers the importance of choice in assessing creative
work. Students need to use a certain number of features but can pick which make sense for their projects. In this
rubric, Joshua uses a 1-4 scale not to measure the subjective qualities of the student’s project, but instead their
level of independence in completing it. “That level of independence is where we get our grade,” says Joshua.
“We are asking, ‘Did you do this on your own or did you have to have lots of help and support?’”

Joshua carefully observes each student as they work on their projects to get a sense of where they are struggling
and how much of each project they accomplished on their own. However, seeking out help is far from discouraged;
Joshua has even implemented an emergency room-themed area in his classroom to track and support students
as they face issues. “I have a ‘triage board’ in my room where kids will go and write their name, and they’ll say,
‘I need help with a timer!’” When a student writes their name on the triage board, they add a symbol (such as a
red plus sign) to indicate the level of emergency. Peers in the classroom then volunteer to help the student with
their problem. Once the issue is solved, the symbol is changed to a green checkmark.

Joshua worked collaboratively with the other teachers on the district curriculum committee to design the rubric
framework. “We developed some basic requirements that we thought all students should be able to do in fourth
and fifth grade, and then we upped the ante a little bit with the advanced project requirements.” Teachers talk
openly with students about the differences between the two kinds of projects and the 1-4 independence grade.
“One is where they’re unable to do it, even though I’m right there, hand-feeding them the blocks they need to
use. As soon as they are able to complete a basic project with minimal assistance, they go to an advanced project
with minimal or no assistance.” Joshua has been pleasantly surprised by the number of students who take their
work in directions above and beyond the project requirements. “Last year, most of them designed their own
backdrops. And that was what was interesting to me—we had a majority of kids that really wanted to showcase
what they could do on their own.”

While his clear lists of project options and requirements ensure that students demonstrate their knowledge
and skills, Joshua supports his students’ creativity by encouraging them to make increasingly complex choices
throughout the process. This strategy helps every student, even those who may not have initially thought of
themselves as creative, develop the capacities to create.

Reflection Questions
• When and how do I scaffold the introduction of creative work in my classroom?
• How much freedom and flexibility do my students have with the required features of their creative work?
• How can I assess student independence along with their creative work?

10
 UNDERSTANDING PROCESS IN ERIN’S CLASSROOM
“A large part of grading creativity is to say—did you stretch yourself? Did you do
more than you ever thought you could do? And do you keep wanting to do it?”
Erin, 6-12th grade teacher at a public school in the Northeast

Although students often enter her class with no coding or app development experience, Erin knows that a lack of
prior programming experience doesn’t mean they don’t have expertise with using technology. “I start by asking,
‘What kind of apps do you like?’ If they’re starting with cell phone apps or tablet apps, this is something they know
how to do. It’s not that they know how to do it, but they know what it should look like.”

This recognition of student viewpoints and interests is a guiding principle throughout Erin’s teaching practice. To
support her students’ creative development, Erin’s assessment strategy centers their independence and capacity to
express themselves freely. She wants her students to learn not only how to create sophisticated computing projects,
but also how to communicate confidently, clearly, and effectively about their design choices within those projects.
Her assessment strategy, therefore, centers around careful observation of how they share, talk about, and reflect
upon their work at every stage in the process.

Sharing at the Start

Erin’s assessment process begins right away, in the brainstorming stage of each student’s app development
project. After drawing storyboards and a potential user interface on paper, students meet with Erin to discuss the
feasibility and purpose of their design. This check-in interview is the basis for Erin’s framework for assessment that
is responsive to the individual student’s creative ideas, goals, and capabilities. “They give me a parameter of what
they’re going to produce. How they actually do that is up to them, and that’s creative. My assessment is: ‘Did you
do that? Did you meet your own requirements for what you proposed you would do?’” This question, about to what
extent students’ initial visions align with their eventual final products, helps ground Erin in assessing open-ended
student projects.

At the start of the process, Erin also uses elevator pitches to assess how students are able to articulate the rationale
of their designs. Each student pitches their idea and storyboards to the class for two to three minutes. Then, they
receive feedback from the class, carefully structured around questions Erin has prompted, such as, “Is the app
presented socially useful?” After this, students reflect on the peer and teacher feedback they were given to guide
iteration on their proposed design. In this way, reflection is an important part of the entire creative process in Erin’s

☐ Meet with your instructor to discuss the feasibility of the app and if necessary make any changes in your plan.
CHECK IN WITH TEACHER

☐ Present a short (2-3 minute) elevator pitch of your project idea to the class. The pitch could follow this tem-
plate: [name of app] is a [kind of app this is] for [the people who would use it] that, unlike [similar apps] is
able to [the major distinguishing feature of your app].

☐ Other students should provide feedback: Is the app presented socially useful? Why or why not?
What is a strength of the proposed app? What suggestions do you have to improve the app?

CHECK-INS AND ELEVATOR PITCHES. At the beginning of their project process, students do individual
check-ins with Erin, as well as preparing and presenting a short pitch to the rest of the class. Even early on,
students practice sharing their ideas and communicating about their creative work.

11
CASE STUDY #2: ERIN

classroom, rather than something students are only asked to do once they finish a project. By asking students to
reflect at every stage, Erin hopes her students will continuously adjust their designs and ways of working to align
with their goals and interests.

Sharing with Peers

How To: Give App Feedback
Erin wants to makeMysure that students have the opportunity to communicate about their creative work more than
Name:
once, in different ways, and at multiple stages of the process. Erin wanted each student to share their apps with
the class but was frustrated by the logistics of typical in-class presentations. “I lose ten minutes per kid, and it takes
Feedback For:
too many days out of my classroom to have kids do presentations. So, I started out with that premise and came up
Project Title:
with a really cool solution.”

PARTS OF THE PROJECT THAT MIGHT BE HELPFUL TO THINK ABOUT:

➢ Clarity: Did you understand what the project is supposed to do?
➢ Features: What features does the project have? Does the project work as expected?
➢ Appeal: How engaging is the project? Is it interactive, original, sophisticated, funny, or
interesting? How did you feel as you interacted with it?

RED, YELLOW, GREEN:

Add a detailed comment for each row after thoroughly thinking about the app and using it.
The goal of the exercise is to help improve each other’s apps and so provide constructive
criticism in a manner that recognizes the developer’s efforts.

[RED] What is something

that doesn’t work or could
be improved?

[YELLOW] What is
something that is
confusing or could be done
differently?

[GREEN] What is
something that works
well or you really like
about the project?

HOW TO GIVE APP FEEDBACK. The peer feedback guide Erin’s students use
during round robin presentations. Students give feedback on multiple projects
and get feedback from multiple peers.

Adapted from the Scratch Curriculum Guide, http://scratched.gse.harvard.edu/guide/files/CreativeComputing20141015.pdf

In what Erin calls round robin presentations, each student prepares a ten-minute presentation explaining and
demonstrating their project. During the presentations, half of the students sit with their laptops and present,
simultaneously, for one peer at a time. “I use an egg timer, and every ten minutes they switch and go on to the next
one.” The students watching presentations take notes and offer written critique based on the project parameters,
sometimes using a peer feedback guide Erin has developed. After several rounds, the two groups swap, and the
students who have already presented critique the other group in the same way. This way, Erin completes student
presentations in only one class period.

12
CASE STUDY #2: ERIN

Beyond simply saving time, round robin presentations support the student autonomy and classwide energy that
Erin prioritizes in her classroom. “It activates the entire process, so there is no kid sitting in the back of the class
finishing up their project, because they have a role just as much as the presenter. Throughout this whole thing,
the presenter is getting continuous feedback.” During the presentations, Erin moves through the process like a
student would, listening to each presentation in turn and filling out rubric assessments. “They get huge amounts
of feedback and practice presenting, and I get a chance to look at every individual project with every single person
in the class active.” Just as they do after the elevator pitches, Erin’s students engage in written reflection after the
round robin presentations. Because of their consistent practice, by the final project documentation phase, students
are used to and comfortable sharing, communicating, and reflecting about their project.

Sharing Documentation
In addition to their presentations, each student also submits project documentation that summarizes the purpose,
attributes, and design process of their app. Erin uses these documents to assess whether and to what extent
the word is found then the procedure to enable
students achieved the vision they articulated during their initial conversation about the
Couch project.
is used. Of course, many
students’ final projects do not necessarily have every feature they had hoped to include.
In part 3, if neither of these is chosen between
This comparison then the
procedure to enable lamp is used.
goals and eventual designs is not meant to penalize changes in creative direction or challenges that haven’t been
overcome by the due date. Instead, Erin uses the documentation to get an idea of what students have learned and
how they have persevered through challenges.

TEMPLATE 2– Project Template Section 2D – Abstractions

Capture and paste the program code segment that contains an abstraction you developed (marked with
A) Describe your project a rectangle in section 3 below). Your abstraction should integrate mathematical and logical concepts.
1 Paragraph Minimum Explain how your abstraction helped manage the complexity of your program.
(Approximately 200 words)
THESE ARE ABSTRACTIONS – Highlight 1
My app is about allowing people to move furniture around a room without having to move around. I 1) Procedures
know that my family has to move around the furniture in the room many times before finally deciding 2) Parameters, Variables
where to put everything. Afterwords, my family is very tired. This app will allow my family and others 3) Lists
to be able to move furniture around and decide how the room will be set up before moving it. 4) Application program interfaces (APIs)
5) Lists and other collections can be treated as abstract data types (ADTs) in developing
programs. (EK 5.5.1I)

Paste your block(s) that contain your What type of abstraction is this?
abstraction. Why is it a good example of this abstraction type?

B) Reflect on your project. What problems did you have? What changes did you make?
This is a list Abstraction. This abstractions allows
1 Paragraph minimum.
me to list all the colors I want in one button. It
simplifies the code for me. Now the user can
change the background of the canvas to one of 6
I had problems with having image sprites connected to a list picker on the first day of my creating app.
The next day I also had trouble hiding the image sprite when the screen initializes. Later I realized I colors.
had to organize my image sprites differently. It was very hard to do this. I tried to connect the image
sprites by putting the image sprites into a list. I figured out that I had to this using multiple boolean
conditions and procedures to be able to do it. After I figured out how to link images sprites to a list, I
then moved on to my second problem, which was figuring out how to turn image sprites invisible
while, keep others visible at the same time. With more information on the concept, I was able to use
another multi-part boolean condition to turn certain blocks visible and invisible. Overall This was a
challenging app to make, but I eventually got through it.

2018/19pg(7)Template2_Projects

PROJECT DOCUMENTATION. Student example of documentation for an app project. Combined with presen-
tations and peer feedback, project documents help Erin get a more in-depth understanding of what students
know and have learned through their design process.

2018/19pg(1)Template2_Projects 13
Students also have space to reflect and explain their code in detail in relation to specific content mastery goals.
Because Erin focuses on supporting clear and confident communication skills throughout the process, she finds that
her students are ready to write about their projects with both feeling and specificity. “A really good assessment has
to contain self-reflection on the part of the student,” explains Erin. “It’s not just me, they have to be able to assess
themselves eventually.”

Erin’s philosophy comes from a deep desire to prepare students to be empowered creators in real-world contexts.
By instilling a purpose-driven, collaborative mindset in her students, she hopes to prepare them for careers and
build their confidence. “When we can engage them and make this a place they can succeed, it goes so far beyond
the actual content. It basically says, ‘You belong, you have a right to be here, and you have a right to expect a lot
from the world. You have great skills and great ideas, and the world needs you.’”

Reflection Questions
• When and how do my students share their creative work with the class?
• How do my students engage with peers who are presenting their creative work?
• What kind of documentation can my students submit along with their creative work?

14
 MULTIPLE PERSPECTIVES ON PROJECTS
IN EVAN’S CLASSROOM
“It allows them to identify where they’re weak, where they’re strong, and
what they learned—and it helps build confidence for the next project.”
Evan, 9-12th grade teacher at a public school in the Midwest

Like many teachers, Evan has sometimes struggled to assess student creativity. “I’ll grade rubrics about the
knowledge I’m looking for, and the skills I’m looking for, but evaluating how a student solves a problem or showed
creativity is hard,” he says. “It’s very difficult because it’s very subjective.” Evan’s students work in groups on a
wide range of creative projects, from programming robot birds to making favicon art to writing adventure games in
Python, and these projects typically span three to eight weeks. “We are a project-based school, and my computer
science class follows that model of student-driven and collaborative projects.”

Even though the process is demanding, Evan believes that students benefit from receiving thoughtful critique on
the subjective elements of their creative work. However, it can be difficult to convince his students to value criticism
as a tool for growth, rather than as an indicator of their success or failure. “I want my assessment and feedback to
be meaningful,” he explains, “and I feel like some students just go straight towards the grade and say, ‘Okay, I got
a B,’ and then they’ll throw away the next two pages of written feedback I worked so hard to produce.” To create
a classroom culture that highly values feedback as a tool for continuous improvement, Evan strives to maximize the
amount of voices students hear. “The more perspectives you can get,” he says, “the more you can give meaningful
feedback for the student.”

Evan informs his understanding of student creative work by hearing from three kinds of voices in particular: the
student, their peers, and outside audiences. At the end of every project, Evan’s students engage in self-assessment,
peer assessment, and audience assessment processes, primarily through the use of Google Forms. These three
sets of perspectives help Evan understand each student’s work along multiple dimensions, and these assessment
processes support his students in valuing the acts of giving feedback to their peers and getting feedback from
others.

Self-Assessment
Evan solicits two categories of self-assessment reflections from students about their own work: agency reflections
and content reflections. Evan defines “agency,” one of several school-wide learning outcomes that he is asked
to assess, as “how students are making choices for themselves in their own learning.” He sees the assessment of
agency as directly tied to creativity. “These reflection questions break down the idea of something as subjective as

Agency Reflection
Reflect on where you best fit for this project.

Effort & Practice to Grow *

Understands how effort and practice relate to getting better at skills, improved work quality, or performance

1 2 3 4 5 6 7 8 9 10
Emerging Advanced

AGENCY REFLECTION. One of five competencies in the Agency self-assessment section of

a Google Form. Students were also asked to rank their “Equal Participation,” “Active Partic-
ipation,” “Scrum Project Management,” and “Challenge Seeking.” Scrum is an agile process
framework often used in software development, which Evan has adapted for his classroom.

15
CASE STUDY #3: EVAN

creative thought by identifying and building the skills that go into creativity.” In the same questionnaire, students
submit content reflections about their experience with the specific project and the tools and practices involved.
Evan asks questions about specific pieces of content to gain an understanding of what each student perceives to
be their strengths and weaknesses and to identify corresponding patterns in the class as a whole.

Content Reflection Identify your comfort/where you fall in the following categories.
Think back on your learning and comfort with programming python.

Strongly Strongly
Agree Neutral Disagree Disagree
Agree
What, to you, was the easiest part of the project?
I understand how loops
work.

What to you was the hardest or most confusing part of the I understand if/elif/else
project? relationships.

I fully understand how

our code works.
If you had more time, what do you wish you did differently?
Python so far is fairly
EASY!

How did you SPECIFICALLY contribute to your team’s work? I see myself as a
CODER!

This class challenged me

ADVANCED: What evidence do you have in your program of to learn something new!

you hitting “advanced” - what did you do to go above and I would like to continue
beyond the requirements? learning about computer
science in the future.

CONTENT REFLECTION. In this section, students self-assess by writing responses to open-ended questions
and by ranking their level of agreement with statements related to both content and mindset. In this particular
form, he included some cumulative questions, since it was distributed at the end of the school year.

Evan finds that many students who typically struggle with being assessed are encouraged by the chance to assess
their own agency and content understanding. “It’s a great way for students to reflect on all of the pieces of a
project,” he says. “If they feel they didn’t do well on the project or it didn’t get to a deliverable product, it guides
them in that process of realizing, ‘Hey, there are times when I hit a challenge, I worked with my group members, and
I grew...Here’s where my weaknesses are, here’s where my opportunities for growth could come from.’”

Team Member #1: Collaboration Feedback

Strongly Strongly
Agree Neutral Disagree Disagree
Agree

Team member participated in

SCRUM norms and decision-
making progress. COLLABORATION
Team member contributed to FEEDBACK.
the project in meaningful Evan asks project
ways.
team members
Team member sought help to evaluate each
and/or offered support as
needed.
other according to
several broad and
Team member demonstrated specific collabora-
tive skills criteria.
trust, respect, and responsibil-
ity in their actions/words with
the team.

Any Additional Comments I Should Know About Team Member #1?

Long answer text

16
CASE STUDY #3: EVAN

Peer Assessment
Evan gains the perspective of each student’s peers through what is often another component of the same Google
Form used for self-assessment. The collaboration feedback section in his group project forms helps Evan clarify
his understanding of how each student contributed to the project. When responses from several peers about one
student are cross-referenced with each other, as well as that student’s self-assessment, a more detailed portrait of
that student’s work emerges.

Evaluation

Player Feedback! Did their code compile (run) - were they able to compete? *

Thanks for playing this Scratch game. What feedback can you give to the developer to make Yes
their game stronger?! No

Do you agree with the following statements?

1. How much time was left on the clock when they left the game?
Strongly Strongly If they took the entire time - just please put “0”
Agree Neutral Disagree Disagree
Agree
Hrs Min Sec
Instructions to play the : :
game were clear.

The game’s use of

graphics was visually 2. Efficiency of Code *
appealing. How efficient was their execution of their code? Did the Finch take too long or perform unnecessary actions
that were unneeded for the challenge?

The objective of the 1 2 3 4 5

game was clear.
Not efficient Very efficient
The user controls were
simple and made sense.
3. Creative Approach & Problem Solving *
Disregarding efficiency, was their approach to solving the problem unique or different? Did their Finch
The game was not too behave/function in any manner different from the other groups (not including bugs)?
long, and I could easily
“restart” or reset the 1 2 3 4 5
game.
Not creative Very creative/original

The game was not too

challenging.
4. Team Spirit & Collaboration *
How well did the team work together and/or communicate during the challenge? Was the discussion mostly
The game was too easy. positive and supportive or was it otherwise?

1 2 3 4 5
The game had a
bug/error that prevented Not collaborative Very collaborative
gameplay.

The game appears OPTIONAL: Conversation with Group

polished and finished. How well could the team members articulate the principles of the following topics when asked - team
strengths, team weaknesses, SCRUM, and/or paired programming.

The game was fun to

1 2 3 4 5
play! Not strong Very knowledgeable
knowledgeable and strong responses

PLAYER FEEDBACK. A beta testing Google Form for PROFESSIONAL EVALUATION. A Google Form used
Scratch games that Evan sends to volunteer students by visiting community members to evaluate teams
in other grades, at other schools, or who don’t take of Evan’s students in a robotics challenge. Because
computer science. Each volunteer gives feedback these adults were mostly programmers themselves,
on one game and gives students a window into how the language and prompts used allowed for authentic
novices and other students experience their project. evaluation of features like code efficiency.

17
CASE STUDY #3: EVAN

Audience Assessment
To supplement the perspectives of students and their peers in the classroom, Evan gathers additional project
feedback from outside audiences. Depending on the aims of a particular project, he reaches out to a variety of
potential audiences: students who are younger or older, students who don’t take computer science, or adults from
the community. “Sometimes it’s tech engineers or programmers at local companies, and they’ll give feedback on
the student products,” says Evan. “Audience assessment, I think, is where you have the most meaningful feedback,
because it’s coming from outside the classroom.”

Communicating Feedback to Students

After all of the self-assessments, peer assessments, and audience critiques have been submitted, Evan faces a
daunting task: making sense of all of the data. He wants to use the data not only to inform his own teaching
and grading process, but also to encourage, challenge, and inspire his students moving forward. Since Evan is
communicating not only his own feedback, but also the feedback from peers and outside audiences, he wants to
avoid overwhelming students and strives to systematically communicate feedback.

Evan starts by using the feedback to iterate and improve on his lesson planning and teaching. “I use Google
Forms because you can get real, meaningful data and it visualizes it for you,” says Evan. “I’ll go to the responses
and look at, ‘As a class, where were we strong in content? Where were we weak?’ And I use that as a formative
assessment for the next unit.” He is enthusiastically transparent with students about this process, in the hopes
that demonstrating his desire to improve his own work using feedback will help students understand the value of
feedback. “We’ll look at the graphs from Google Forms together and find meaning,” he says. “I love sharing how
I do this with students, because I am using computer science concepts to improve my evaluation.” After seeing
aggregated data about students’ self-assessment responses, individual students often grow more willing to openly
discuss their own struggles and knowledge gaps.

When he conferences one-on-one with students, Evan uses the feedback from the forms to set goals for the
conversation. By looking at a student’s self-assessment, he has a good idea of how students are feeling about
specific aspects of the classroom environment and their content knowledge. “I can see exactly why a student may
be behind in class. Is it because of the content or is it because of a lack of agency?” Using peer and audience
assessments, he is able to frame the discussion around a rich variety of perspectives on their work, rather than
centering his own opinion of their project.

Evan analyzes this data alongside their work products, other feedback, and rubrics they’ve received, in order to
develop a holistic assessment for the student. “I take the surveys and my own in-depth rubric assessment, and, using
mail merge tools, share critical feedback back in a personalized email.” He compiles these emails and collections
of assessments into personalized archives for every student so they can continue to reference them even beyond
the school year. By making the feedback process about gathering information, engaging multiple perspectives, and
finding opportunities for conversation, Evan supports his students in developing a healthy relationship to critique.

Reflection Questions
• Who gives feedback in my classroom?
• What kind of opportunities do my students have to give and receive feedback?
• What are the qualities of helpful feedback?

18
 STUDENT-DESIGNED ASSESSMENTS
IN JESSIE’S CLASSROOM
“I’m looking for them to decide not only what they want to make,
but how they want me to assess it.”
Jessie, a 9-12th grade teacher at a public school in the Northeast

“Choosing how to demonstrate what they know can be a really creative process.” Students in Jessie’s AP Computer
Science (CS A) and AP Computer Science Principles (CS P) classes are offered many such choices: about what they
want to learn, what they want to make, and also how they want their work to be assessed. “I gradually do this more
and more throughout the year,” says Jessie. “Students, sometimes, are not used to having a lack of structure in
their other classes, so it doesn’t come easily to them, at least initially. But if they have the space, they will take full
advantage of it, and create some awesome things. So many times, their ideas are way better than anything I could
have thought of.” Over the course of the year, Jessie’s students learn to design effective and thoughtful rubrics for
their own work through a gradual process of creative empowerment.

“In the beginning, the projects are very prescribed,” says Jessie. In her courses, students begin the year by
completing guided labs and projects and taking quizzes on foundational vocabulary and processes. As students
build confidence and technical knowledge, they are asked to make more creative choices in customizing their
projects. For example, students learning Java in Jessie’s AP Computer Science course move from following step by
step tutorials, to customizing a chat bot, to working on making anything they want. “We go from taking a project
that they just add onto in their own way, to giving them a menu of options. And then by the end of the year, their
final project is completely open-ended. They’re telling me what they want to learn, how they want to show that they
learned it, and how they want me to assess them because they’re actually writing their own rubrics at that point.”

Proposal 
What will you create? 
 

Describe how this is related to computer science. 

 

Why did you choose this as your topic? 

 

What potential problems or challenges do you anticipate? 

 

 
PROPOSAL PROMPTS. Before designing their rubrics, Jessie’s students submit
proposals for their projects, which can be anything related to computer science.
“I tell them,
  ‘It has  to be something you’re interested in, because we’re going
to be doing this for a month.’”

19
CASE STUDY #4: JESSIE

The Rubric Design Process

Jessie finds that using student-designed assessments is more practical when project instructions are open-ended,
due to the variety of what students create. “I have struggled with rubrics over the years. Finding a good rubric
where, when I look at their work, and think, ‘This is a great project—it matches up with what is actually on the rubric
when I assess it,’ has taken a long time,” says Jessie. “I finally have some rubrics that I’m really happy with, where I
feel like the numbers bear out the grade that matches all of the effort, time, creativity and work the students put in.”
For the more prescribed projects earlier in the year, she uses a standard rubric she designed. Students become
familiar with that rubric’s structure and use the same broad template to create rubrics for their open-ended projects.
In this sense, the form of Jessie’s assessments match the function: she can’t design a rubric that will apply to all
of the students’ final projects, but she can use the rubric design process as a tool to both create the appropriate
assessments, and teach students to take ownership and responsibility for their work.

AP CS A Coding Rubric
Points 125
Possible:
Weighted
Category Weight Beginning - 2 Developing - 3 Proficient - 4 Exemplary - 5 Your Score Subtotal
Significant details of the A few details of the program Minor details of the program
Program specification are violated, specification are violated, specification are violated, No errors, program always
specifications program often exhibits program functions program functions works correctly and meets
/ correctnes 15 incorrect behavior. incorrectly in several cases. incorrectly in a few cases. the specification(s). 0
Code contains 5-10 Code contains 3-4 compile Code contains 1-2 compile or Code compiles and runs
Bugs 4 compile or runtime errors or runtime errors runtime errors with no errors 0
Two major issues with At least one major issue Minor issues with consistent No errors, code is clean,
indentation, whitespace, with indentation, indentation, use of understandable, and well-
variable names, whitespace, variable names, whitespace, variable naming, organized. Variable names
Code organization, or code organization, or code general organization, or are appropriate. Code is
readability 2 comments. comments. code comments. commented. 0
Output Output is not neatly Output is usually neatly Output is always neatly
readability 2 Output is difficult to read. formatted and easy to read. formatted and easy to read formatted and easy to read. 0
Always approaches
Usually does not problems with a growth
approach problems with Sometimes approaches Usually approaches mindset, asks insightful
a growth mindset. Does problems with a growth problems with a growth questions, learns from
not take the initiative to mindset, but does not mindset. Learns from mistakes, and takes the
Growth solve problems as they always take the initiative to mistakes, takes the initiative initiative to fix problems as
Mindset 2 arise. solve problems as they arise. to fix problems as they arise. they arise. 0

What worked well Room for Improvement Total Score 0

Grade 0%

Expectations for Student Learning

Apply and communicate knowledge and skills across Establish a network of relationships to assist in
disciplines physical and mental well being
Demonstrate intellectual curiosity and academic
growth Demonstrate caring, independece, and resilience
Gather, assess, and analyze information to solve Engage in behaviors that foster a committment to
problems and make informed decisions lifelong wellnes
Understand varying opinions, diverse beliefs and
Apply problem solving skills to diverse challenges in an cultural differences by demonstrating respect for
ever changing society self and others

STANDARD RUBRIC. Jessie uses this rubric for multiple projects throughout the year. Students
become familiar with the format and are able to adapt it when creating their own rubrics.

After submitting the proposal for their open-ended projects, Jessie’s students are given a rubric template to
customize. They don’t need to follow the template exactly. She tells her students, “If you want to have four
categories instead of five, or if you want to go for more of a checklist type thing, you can do that too.” Developing
their own rubrics helps students envision the specifics of what they might create. “I tell them, ‘Think about what
the best version of what you’re going to make looks like, and then think about what the bare minimum version of
what you’re going to make looks like. Then, fill in-between to create a continuum of quality,’” says Jessie. “That
gets them thinking about what a finished project looks like, and what a ‘good one’ versus a ‘not-so-great one’ is.”

20
CASE STUDY #4: JESSIE

Rubric 
 

Category  Beginning (6)  Developing (7)  Proficient (8)  Exemplary (10) 

         

         

         

         

         

RUBRIC TEMPLATE. The structure of Jessie’s rubric template resembles her general rubric, which
students grow accustomed to seeing throughout the year. Students can choose to design their
own assessments based on this template or decide to create their own.

Students start working on their projects after they’ve finished designing their rubrics, but they have a short window
to change their rubrics if they decide to go in a different direction with their overall project. “I set a cutoff date
about three to four class periods after the original rubric was due. Usually, that is enough time for them to figure out
if their original idea is just not going to work,” says Jessie. “There’s a couple of kids every year that happens to.”
It’s important to Jessie that students do not change their rubrics once they’ve gotten deep into their work, since
observing discrepancies between their original rubric and eventual final product is a key part of the experience for
both the student and for Jessie.

“I don’t let them change it after that because I want them to have the experience of thinking about the scope of
the project and how the project changes over time.” As the weeks go on, many students realize that their project
might not reach the “exemplary” category on the rubric they designed—which is fine with Jessie. “They write the
rubric in the beginning, and it’s all of their hopes and dreams for what they want their project to be,” says Jessie.
“And then they go through the process and, very often, will realize, ‘Oh, this takes way longer than I thought.’ I
tell them I’m totally okay with that because that’s how software development is in the real world. People who are
project managers for ten or fifteen years make attempts to budget the time and scope of their projects, but often
these change significantly as the project goes on!”

Using Student-Designed Assessments

Knowing that students’ final products may not reach the heights they had initially envisioned by the due date,
Jessie incorporates additional self-assessment to supplement the student-designed rubric. “At the end, they do
a reflection. They use Screencastify on their Chromebooks and talk to me, telling me what grade they would give
themselves based on their original rubric.” Hearing students talk about their projects and rubrics, Jessie gains
insight into not only what students created, but also what they learned during the process. For example, one
student wanted to design a Chrome extension that would refresh a webpage and buy popular items as soon as
they were released. He spent weeks working on it but encountered several issues that made his final product
unworkable. In his reflection video, he described the problems and his attempts to solve them. “He really went
into detail about all the things he tried to solve it,” remembers Jessie. “I think that’s a really valuable experience
as well.”
21
CASE STUDY #4: JESSIE

Final Project Reflection 

Make a screencast using screencastify and: 
1. Give yourself a grade ​based on the rubric you wrote 
2. Summarize the most challenging parts of the project for you 
3. Describe what you learned by doing the project 
4. Explain what grade you think you ​deserve ​and ​why​. Be specific. 
 
You may find it helpful to have your project proposal on the screen while you talk through these points. You 
could create a short slide deck to talk through if you wish. If your project can be demo’d on a chromebook, you 
might talk about these things while showing your project. ​It is up to you. 
 
Please keep these videos under 2 minutes. 

REFLECTION VIDEO PROMPTS. Jessie’s students create self-assessment video reflections commu-
nicating both what they’ve learned through the process of making their final project, and what
grade they would give themselves based on their rubrics.

Although Jessie’s students are encouraged to challenge themselves to meet the standards of the rubrics they
designed, their final self-assessment process embraces the complexity and nuance of assessing creative work.
Ultimately the rubrics are used as a tool to help Jessie communicate with students about their projects, rather than
as an all-knowing quantifier of student learning. “I don’t really worry too much about the rubrics on a day-to-day
basis,” she says. “I’m more focused on guiding them, and asking what are you going to make and how are you
going to get there? What do you know and what do you need to know? Or maybe you don’t know what you need
to know, but let’s start doing stuff, and you’ll figure it out as you go along. Assessment is something that’s always
in the background, but on a day-to-day basis I try to focus more on the process and the learning in the classroom,
because it all feeds into whatever the ultimate assessment is.”

The final assessment takes all of these assessment artifacts into account. Jessie determines the final grade each
student receives by looking at their rubrics, reflection videos, and final product, putting these artifacts in conversation
with each other. “If they can compellingly explain to me what they learned, and why they think they deserve an A,
then I’m happy to agree with them on that,” says Jessie. “My kids have been really insightful and honest. Students
might say, ‘I think it could be a little better, so I think it’s only an A-,’ or ‘Maybe according to this rubric, it would be
a C. But I feel like I had a really valuable experience because I learned how to do this thing I had no idea how to
do. It took way longer, but I feel like that’s valuable.’”

Reflection Questions
• How do I currently communicate with students about assessment?
• How do my students set expectations for themselves and their work?
• What could it look like if students designed their own assessments in my classroom?

22
ASSESSMENTS
01 FAMILY SCRATCH CHALLENGE
JEREMY
“I sent this challenge home, and I didn’t expect too
many students to do it. But I was getting bombarded
every morning by the kids either emailing me or
bringing it back saying, Can I do another one? Can I
do another one? I think it helped the parents get an
understanding of what Scratch is. You got parents
engaged, you got the kids excited. It got the year to
start off well.”
 Family Scratch Challenge
Challenge #1
Hello, Grades 3–7 Families,

I hope this letter finds you well and enjoying the fall weather!

Your child/children have started the school year using Scratch coding during their
STEAM/Computer Science classes. Like any other content area, students have a variety of
understanding and interest in coding. As a teacher, my goal is to generate an interest in computer
science in my students so they have a general understanding of some of the skills necessary for
the 21st century. In order to build and strengthen these skills, I am creating a series of Scratch
Challenges for the students to work on at home. These are not mandatory, nor will they be used
for grading. The purpose“We
is tomade the
engage rubric in
students as coding
a class.outside
I gave of
them an and conversing about
school
option to do three or four columns in the rubric, and
the information with family members by creating and exploring the features of Scratch. After
I give them the game design principles in that class.
you return the backside form, challenges will be sent out via email through the Google
Classroom platform. They make rubrics in groups and then we share all
the groups’ work at the front of the class and people

All students whopick and choose to merge the rubric. It takes two or
complete and return the form on the backside will be entered into a
three days to make that. But then we use it to grade
monthly raffle. Forms are due whenever you complete the challenge. Challenges will occur
four games, computer games. They have a lot of
every other week to start the year and will eventually become more challenging as their Scratch
freedom. It’s good because everyone agrees on the
skills emerge.
rubric, really talking about what’s important in the
beginning.”
If you have any questions, please do not hesitate to contact me at teacher@email.com. If
you are on Twitter, please feel free to follow me @TeacherTwitter for updates from my classes.

I look forward to working with you and your family during the school year. Thank you
very much for your time!

Sincerely,

Teacher

So without further ado, I present challenge number 1… (dramatic pause) … (turn over this page)
 Family Scratch Challenge

Challenge 1: You and a Family member spend 20 - 30 minutes together

using Scratch. Identify 2 things you found really cool/enjoyed and 2
things that you are unsure of and want to learn more about. That’s it!

Name of Student: _______________________________________________________________

Name of Family and relation to student: _____________________________________________

Parent email address: ____________________________________________________________

2 Cool Things:

1) ___________________________________________________________________________

2) ___________________________________________________________________________

2 Things We Want to Learn More About

1) ___________________________________________________________________________

2) ___________________________________________________________________________

* Parents, if you can get a picture of you and your child using Scratch, please email it to me.
Thanks again!
02 SCRATCH PROJECT RUBRIC
JANET
“We
“I co-wrote
made the
this rubric
rubric as
forathe
class.
district.
I gaveIf them
we’re an
having a
option
unit to do
in the three in
district, orthis
fourpublic
columns in the
school, rubric,
there needsand
to
I give
be an them the game
assessment design
piece. So weprinciples in that
wrote rubrics class.
because
They make
that’s whatrubrics
you do.inAnd
groups
we and then weit,share
populated all
thinking,
the groups’
Where wouldwork
we at theafront
think of the
student class and people
is exceptional? But
pickcan’t
we andonly
choose
lookto
atmerge the rubric.
the rubric. It takes
Let’s look at thetwo or
rubric,
threelook
let’s days
atto make
the that. But
reflection thenlet’s
journal, welook
use it
atto grade
the proj-
four games,
ects, computer
let’s take games.
notes while They have
watching a lot of
the kids.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
Student Name/Class Scratch Project Title Date
Project Design Exceptional Proficient Developing Beginning
I created my own background(s) I remixed or changed both I changed the cat or changed the The cat was my sprite and the
Remixing
and sprite(s). background and sprite. background. background was white.
My project has many interactions
My project is interactive and has I am working to make it more clear I have not yet added a way to
Interactive and is easy to use without
clear instructions. how to interact with my project. interact with my project.
instructions.
I have many sequences of events The sequence of events in my
The sequence of events in my I am still organizing the sequence
Events in my project that all follow a logical project sometimes follows a logical
project follows a logical pattern. of evenys in my project.
pattern. pattern.
I am working on figuring out how to
In my project more than 2 things In my project 2 things are In my project only 1 thing is going
Parallelism make 2 or more things happen at
are happening at same time. happening at same time. on at a time.
the same time.
Programming Exceptional Proficient Developing Beginning
I used blocks from 4 or more I used blocks from 3 different I used blocks from 2 different I used blocks from 1 or fewer
Blocks
different categories in my project. categories in my project. categories in my project. categories in my project.
In my project, I used both loops
In my project, I only used loops to In my project, I only used duplicaing My project does not have
Loops and duplicating to create repeating
create repeating actions. to create repeating actions. repeating actions.
actions.
Testing & I completely debugged my project I completely debugged my project I am testing and debugging, I am testing and debugging with
Debugging on my own. with some help. sometimes with help. my teacher's help.
Process Exceptional Proficient Developing Beginning
I tested my scripts a few blocks at a I stopped and tested my program in
Being Iterative I tested my scripts when reminded. I did not test my program.
time as I created my project. random places.
I finished all of my design notebook
questions and my Scratch project I need to find new ways to
I used project time well and met all Sometimes I was able to meet
Time Management before the end of class and used complete my tasks to meet
deadlines. deadlines.
the extra time to make deadlines.
improvements in both.
In my notebook, I clearly express
my thoughts in different ways about
In my notebook, I clearly express
the questions I am asked. I also In my notebook, I answer the With help, I answer the questions I
Reflection my thoughts in different ways about
write my own notes. I review my questions I am asked. am asked in my notebook.
the questions I am asked.
notebook, and use what is there to
help improve my work.
03 CAPSTONE PROJECT MENU
JOSHUA
“We made
“With this capstone
the rubricproject
as a class.
in fourth
I gaveand
them
fifth
angrade,
option
we to do three
developed or four
some columns
basic in the rubric,
requirements thatand
we
I give them
thought the
that allgame design
students principles
should be ablein to
that class.
do. And
They we
then make rubrics
upped the in groups
ante and
a little bitthen
withwe
theshare all
advanced
the groups’
project work at the front of the class and people
requirements.”
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Capstone Project Menu

Mild Medium Spicy!

Create a working game in Create a working game in Scratch ཏ Create your own custom
Scratch that includes the that includes the following: background or sprite using
following: paint editor tips.
ཏ Create a variable and name ཏ Add a music loop.
ཏ Use motion blocks to it timer. Program a working
program your main sprite timer to add a challenge for
to move toward target your players.
sprites. Add at least one
target sprite and motion
blocks to make it move.

ཏ Add a sound effect inside of

a conditional.

ཏ Create a variable called

score. Use a conditional ཏ Make one target sprite add
and variable to add a points and another sprite
score. Remember to set subtract points.
score to 0 when you click ཏ Make a background that
the green flag. changes to create multiple
levels of your game.
04 SCRATCH PROJECT REVIEWS
JACQUELINE
“We made
”This was the
thestudents’
rubric asway
a class.
of assessing
I gave them
each
another’s
optionwhich
work, to do three
was a or four columns
wonderful in the rubric,
way because and
creativity
I give them
breeds morethe game design
creativity. principles
So in all in that class.
these instances, when
Theylook
they makeat rubrics in groups
each other’s work,and thenconnecting
they’re we share all
and
theanother
it’s groups’way
work at the
again, front ofthey’re
because the class
like,and
Oh, people
I never
pick and choose
would’ve thoughttoofmerge theThat’s
that, or, rubric. It takes
such two
a cool or
idea.
three
So days
many of to make
them, that.
after Butassess
they then we use
each it to grade
others’ work,
four games,
wanted to gocomputer games.
back and do someThey have
more, a lot
given theofexpo-
freedom.
sure It’s good
that they had because everyone
to others’ agrees
work. Ideas on from
come the
rubric,So,
ideas. really
the talking
more youabout what’s
expose important
yourself inI the
to ideas, think
beginning.”
the greater your ‘database’ of creativity could be.”
Name​ of person who created the Scratch Project _________________________________
Grade/Class​ ______________
Computer Number ​_________

Please be thoughtful and on task/topic.

Name​ of reviewer (YOU)

Compliments

(What did you​ LIKE​?)

Suggestions

(How could it be ​IMPROVED​?)

Other

(Something else you’d like say?)

Name​ of person who created the Scratch Project _________________________________

Class​ ______________
Computer Number ​_____________

Please be thoughtful and on task/topic.

Name​ of reviewer (YOU)

Compliments

(What did you​ LIKE​?)

Suggestions

(How could it be ​IMPROVED​?)

Other

(Something else you’d like say?)

05 STORYTELLING WITH
SCRATCH REFLECTION
KATRINA
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“One of the things I really love to read is students’
I give them the game design principles in that class.
personal reflections. This is individual writing, and I
They make rubrics in groups and then we share all
love to hear how they process this. The other thing that
the groups’ work at the front of the class and people
I’m trying on my own time is to interview students and
pick and choose to merge the rubric. It takes two or
listen to how they talk about their projects. I find that
three days to make that. But then we use it to grade
the conversation is where we learn the most about
four games, computer games. They have a lot of
their learning.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Name: ____________________

Storytelling with Scratch

Unit 5: ELA Integration Project
Scratch Project Reflection

1. What are you most proud of about creating your project?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

__________________________________________________________________

2. What was the most challenging part of building your project? How did you persevere and
overcome this challenge?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

__________________________________________________________________

3. Did you have to debug any issues in your project? How did you spot the bug and what did
you do to fix it?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

__________________________________________________________________

Unit 5: ELA Integration

Storytelling with Scratch Project Reflection
4. How was telling a story in Scratch similar to writing a story on paper? How was it different?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

__________________________________________________________________

5. Did you like using Scratch to publish your next chapter or scene? Why or why not?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

__________________________________________________________________

6. How were you able to use peer feedback to help you modify your project?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

_________________________________________________________________

7. Which one of these thinking skills did you use the most in your project, Logic, Evaluation,

Algorithms, Patterns, Decomposition, Abstraction? How?

______________________________________________________________________________________________

______________________________________________________________________________________________

_________________________________________________________________________

Unit 5: ELA Integration

Storytelling with Scratch Project Reflection
06 SELF ASSESSMENT
JERRY
“We made
“When kids
the
are
rubric
working
as a class.
in groups,
I gavewe
them
were
an really
option to do
struggling three
with or foursure
making columns in the
the kids getrubric, and
the grade
I givedeserve.
they them theSo
game design
we tried principles
to figure out in thattoclass.
ways deal
They that.
with make rubrics
I don’t in groups
want and then to
this assessment webe
share allall
the be
the groups’
end all­—the work at the front
assessment of the
is more class
for me toand people
know how
pick feel
they and about
choose toproject.
the merge The
the kids
rubric.
fill It
outtakes two or
the student
three days to make
self-assessment first,that.
just But then
to see we use
where theyitland,
to grade
how
four games,
they computer
feel about games.
their project. DidThey
they have
give ita their
lot ofbest?
freedom.
Kids It’sreally
can be goodbrutal
because everyone
in their agrees on the
self-assessment, but
rubric,
it’s really
good talking
to get them about what’s
to reflect and important in the
really tell me why.”
beginning.”
 Student Self-Assessment
Grades 3–5
Use the following scale to evaluate your performance on this project.

Empty Bowl - I did not meet the requirements of the project.

1 Scoop - I met some, but not all of the requirements of the project.
2 Scoops - I met the requirements of the project
Extra Toppings - I went beyond the requirements of the project by
giving my best effort and adding something extra.

I feel like my group could not have accomplished this project without my help.
Empty Bowl 1 Scoop 2 Scoops Extra Toppings

Our project was edited for correct use of grammar and mechanics.
Empty Bowl 1 Scoop 2 Scoops Extra Toppings

I feel my project covered all of the information and answered the question
that was given to me.
Empty Bowl 1 Scoop 2 Scoops Extra Toppings

I feel that I worked with my group very well and we synergized.

Empty Bowl 1 Scoop 2 Scoops Extra Toppings

I worked really hard and did my fair share for my job.

Empty Bowl 1 Scoop 2 Scoops Extra Toppings

Each student pulled their fair share in our project.

Empty Bowl 1 Scoop 2 Scoops Extra Toppings

Our project included good activities and I felt that the other students learned
something from it.
Empty Bowl 1 Scoop 2 Scoops Extra Toppings

I am very proud of my project.

Empty Bowl 1 Scoop 2 Scoops Extra Toppings

The grade I would give myself for this project would be a/an ______
because __________________________________________________________

Someone in my group I thought did an excellent job is ______________________

I thought they did a great job because _________________________________
_________________________________________________________________
07 CAPSTONE PROJECT FEEDBACK
JOSHUA
“We
“I tellmade
students
the rubric
that myasstate
a class.
saysI gave
we have
them
toan
have an
optioninto
adult doclassroom.
the three or four
So columns
I guess I’llindo
the rubric,
that, and
because
I give
I’m them
taller the
than allgame design
of them. But principles in right
I’m learning that class.
along
Theythem.
with makeI’ll
rubrics
have ainkid
groups and
ask me, then
How dowe share
I do this?all
And
thego,
I’ll groups’
I don’twork
know.atLet’s
thefigure
front of the Or,
it out. class and
Does people
anybody
pick and
know howchoose to this
to make merge the rubric.
happen? It takes
And then two
you’ll or
have
three
a days
kid that to know.
will make You
that.can’t
But be
then we of
afraid use it knowing.
not to grade
four games,
Because computer
you’re trying togames. They kids
teach these havetoa be
lotlifelong
of
freedom. It’s good because everyone agrees on the
learners.”
rubric, really talking about what’s important in the
beginning.”
CAPSTONE FEEDBACK BY: _________________________________________________
PROJECT
PROJECT BY: ___________________________________________________
FEEDBACK

SHARE 2 LIKES AND A REQUEST

Share two things you like about a classmate’s project.
Share one way to improve their project.

My favorite part was __________________________

_______________________________________________.
I like the way you _____________________________
_______________________________________________.
I’m excited to learn how you __________________
_______________________________________________.

What if _______________________________________
_______________________________________________?
Next time, try _________________________________
_______________________________________________.
An idea I had is ________________________________
_______________________________________________.
08 SCRATCH PROJECT:
EXPLORER INTERVIEW RUBRIC
APRIL
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“Look at a rubric as not only a way of having point
I give them the game design principles in that class.
values, but also how students could push themselves
They make rubrics in groups and then we share all
to go beyond the minimum requirements. It’s a way
the groups’ work at the front of the class and people
for students to be reflective throughout their process.
pick and choose to merge the rubric. It takes two or
You could think about it in terms of being really clear
three days to make that. But then we use it to grade
how a student could meet minimum requirements,
four games, computer games. They have a lot of
and how they could exceed it, and that might open up
freedom. It’s good because everyone agrees on the
the possibilities for the creativity to happen naturally.”
rubric, really talking about what’s important in the
beginning.”
Name: _________________________ #: _______ Date: _____________________________ Homeroom: ____________________________
Scratch Project: Explorer Interview Rubric
4 - Exceeds Expectations 3 - Meets Expectations 2 -Working Toward 1 - Struggles to Meet
Expectations Expectations
Content - Interview ❏ Included accurate ❏ Included accurate ❏ Included mostly ❏ Information had several
information from reliable information from reliable accurate information inaccuracies and
sources sources from reliable sources information was not always
❏ Wrote script/interview in ❏ Most of script/interview ❏ Some of script/interview from reliable sources
complete sentences, was written in complete was written in complete ❏ Some of script/interview
with proper grammar sentences, with proper sentences, with proper was written in complete
❏ All 5 questions focused grammar grammar sentences, with proper
on… ❏ At least 4 questions ❏ At least 3 questions grammar
❏ where the explorer focused on… focused on… ❏ At least 2 questions
came from ❏ where the explorer ❏ where the explorer focused on…
❏ the purpose of his came from came from ❏ where the explorer came
expeditions ❏ the purpose of his ❏ the purpose of his from
❏ the outcome and expeditions expeditions ❏ the purpose of his
effects of the ❏ the outcome and ❏ the outcome and expeditions
expedition(s) on the effects of the effects of the ❏ the outcome and effects
explorer, the crew, and expedition(s) on the expedition(s) on the of the expedition(s) on
the native people explorer, the crew, and explorer, the crew, and the explorer, the crew,
(successful or not) the native people the native people and the native people
❏ any challenges and (successful or not) (successful or not) (successful or not)
obstacles faced ❏ any challenges and ❏ any challenges and ❏ any challenges and
❏ Used relevant obstacles faced obstacles faced obstacles faced
vocabulary from the ❏ Used relevant ❏ Used relevant ❏ Used relevant
Explorers Unit of Study vocabulary from the vocabulary from the vocabulary from the
(see vocabulary sheet) Explorers Unit of Study Explorers Unit of Study Explorers Unit of Study
(see vocabulary sheet) (see vocabulary sheet) (see vocabulary sheet)
Programming - Created a Scratch algorithm Created a Scratch algorithm Created a Scratch algorithm Created a Scratch algorithm
Scratch Script that includes 4 or more of the that includes 3 of the that includes 2 of the that includes 1 of the
following… following… following… following…
❏ Loops ❏ Loops ❏ Loops ❏ Loops
❏ Sprites with motion ❏ Sprites with Motion ❏ Sprites with Motion ❏ Sprites with Motion
❏ Events ❏ Events ❏ Events ❏ Events
 4 - Exceeds Expectations 3 - Meets Expectations 2 -Working Toward 1 - Struggles to Meet
Expectations Expectations
Presentation ❏ Clear, well-paced ❏ Clear, well-paced ❏ Recording was mostly ❏ Recording was not clear
recording with expressive recording clear and well-paced and well-paced
speaking voice ❏ Development of ideas ❏ 2 sprites (explorer and ❏ 2 sprites (explorer and
❏ Creative development of met outlined interviewer) interviewer)
ideas expectations ❏ 1 background that ❏ 1 background that may
❏ 2 sprites (explorer and ❏ 2 sprites (explorer and reflects interview and not reflect interview and
interviewer) interviewer) ideas ideas
❏ 1 background that ❏ 1 background that
reflects interview and reflects interview and
ideas ideas
Collaboration Always... Mostly... Sometimes... Struggled to...
❏ Worked effectively & ❏ Worked effectively & ❏ Worked effectively & ❏ Work effectively &
communicated clearly communicated clearly communicated clearly communicate clearly with
with partner with partner with partner partner
❏ Solved problems ❏ Solved problems ❏ Solved problems ❏ Solve problems effectively,
effectively, and tried effectively, and tried effectively, and tried and try multiple ideas to
multiple ideas to find a multiple ideas to find a multiple ideas to find a find a solution
solution solution solution ❏ Focus and use time wisely
❏ Focused and used time ❏ Focused and used time ❏ Focused and used time most of the time
wisely wisely most of the time wisely most of the time ❏ Follow through with project
❏ Followed through with ❏ Followed through with ❏ Followed through with plan
project plan project plan project plan
Independent Work ❏ Made independent ❏ Made independent ❏ Independent ❏ Independent contributions
contributions that contributions that meet contributions somewhat did not meet project
exceed project project expectations meet project expectations
expectations expectations
Total: ___________
Comments:____________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
09 CLOUD ANIMATION REFLECTION
LESLIE
“We
“I trymade
to getthe
students
rubric as
toawrite
class.something
I gave them
out
anabout
option to do three
themselves, as opposed
or four columns
to aboutin
clouds,
the rubric,
because
and
I givehave
they thembeen
the game
learning
design
andprinciples
writing about
in thatclouds
class.
They
in science
makeclass.
rubrics
But
in I’m
groups
asking
andthem
then we
to write
sharemore
all
the groups’
about whatwork
partat
ofthe
thefront
technology
of the class
didand
they
people
f ind
pick and choose
interesting. Wastothere
mergea the
favorite
rubric.
part?
It takes
Whattwowas
or
three
the days to
hardest make that. But then we use it to grade
part?”
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
1

2
3

4
5
10 FOOD CHAIN ANIMATION RUBRIC
MONICA
“We made
“This rubricthe
hasrubric
allowed
as ame
class.
a lot
I gave
morethem
flexibility
an on
option
how to dothem,
I score threebecause
or four columns in numbers.
there’s no the rubric,Soand
it’s
I give
not them
like the
I just game design
average. principles
I kind of look andingo,
that class.
Yes, this
They make
wasn’t rubrics
as good, butin groups
these and
areas then
were we share
good. Whenall
I do
the groups’
this with mywork at theI star
students, frontthe
of the class and
important people
areas that
pick and
weigh choose
heavier. to merge
I looked at the rubric.
every singleIt project,
takes two or I
and
three days
wrote to make
comments inthat.
everyBut thenbox.
single we use
The it to grade
rubric had
four games,
flexibility computer games. They have a lot of
to it.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
Name: _____________________________ Partner: ______________________________
Food Chain Animation Rubric

Concerns Criteria Advanced

Areas that need work Standards for this project Evidence of Exceeding
standard

Storyboard:
It is easy to read, and all
elements are clearly written,
labeled, or drawn that
another student could fully
understand what would
happen if a virus affected the
food chain.

Creativity:
Student clearly explored and
expressed multiple ideas in a
unique way.

Required Organisms:
All the organisms from your
ecosystem are in the
animation.

Programming:
Use various programming
blocks to express your
animation.
I.E. Costume block, Change
Background, Broadcast, Loop
Block, Controls, Variables,
and Motions

Labeling:
Project is clearly labeled with
their location

Initiative:
Student encounters
complications with a positive
attitude and perseveres to
problem-solve independently
without needing to seek
assistance.
11 PEER FEEDBACK:
STORYTELLING PROJECT
KATRINA
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“We use peer feedback after every project, before
I give them the game design principles in that class.
they showcase their work. During the showcase, every
They make rubrics in groups and then we share all
student goes up and presents their project to the class.
the groups’ work at the front of the class and people
And before they present, they call on two people, one
pick and choose to merge the rubric. It takes two or
to give them a wish, and one to give them a star. They
three days to make that. But then we use it to grade
call on whoever they would like to question them, and
four games, computer games. They have a lot of
they are able to get some feedback and then make
freedom. It’s good because everyone agrees on the
changes too.”
rubric, really talking about what’s important in the
beginning.”
 Peer Feedback
Storytelling Project with Scratch

Names: ___________________________________
Partners’ Names: ________________________
Project Name: ___________________________

Scene 1:

❏ It is clear what my partner’s book is

❏ There are two main sprites (characters)

❏ The backdrop matches the setting

❏ There is dialogue between the characters

❏ The code runs smoothly (no bugs)

Scene 2:

❏ The backdrop changes in scene two

❏ The sprites (characters) continue their dialogue

❏ The program switches backdrops and sprite costumes without bugs

Evaluation

❏ The sequence of events makes sense

❏ There are no bugs when I run the program
❏ Hide/show blocks are used for sprites that don’t belong in the scenes
❏ The code is “cleaned-up” - there are no unused blocks

Written Feedback: *Then you can comment your feedback on their project page!

Two Stars Wish

12 PROJECT DESIGN PROMPTS
JEREMY
“Weterms
“In madeof
the
computer
rubric asscience,
a class. Iand
gave
Scratch,
them anassess-
optionallows
ment to do me
three
to or
seefour columns
what inare
the kids thedoing.
rubric,I kind
and
I give
of justthem the
pop in as game design
they’re principles
working and justingive
thatthem
class.a
They make
verbal rubrics
prompt, in groups
or ask, and then
What would we share
happen if youalldid
the groups’
this? Just so work
that I at
canthe front
kind of the
of know class
what and people
they’re think-
pickIand
ing. choose
ask them, to merge
What if thatthe
didrubric.
this, orItswitched
takes two or
this?
threehaving
Just days to make that. But
a conversation thenme
shows wemore
use itthan
to grade
what
Ifour
cangames, computer
see on their games. They have a lot of
screen.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Project Design Prompts

Prompts Answers

What are you creating? What will it teach or

inform other people about? Explain how it
will help others.

What age level is it appropriate for?

Explain how you will use Scratch in your I will use Scratch in my project by...
project.

Are you using just your computer? Yes or

No?
Will you need a Makey Makey?

Do you need poster paper? Do you need

cardboard?

What other supplies (printouts, paint, crayons,

etc.) will you need? If you need printouts, be
sure to email, share, or send me the link to the
pictures.
13 PRACTICES REFLECTION
GINA
“We made
“They do this
thethemselves
rubric as aand
class.
thenI gave
at thethem
end when
an I’m
option to do
returning three
their or four
grades I fill columns in them
this out for the rubric, and
as well, so
I giveknow
they themwhat
the game design
they can principles
work in that
on for next timeclass.
and
They make
what rubrics
they did goodinatgroups andthey
and how thencan
wehelp
share all
some-
the groups’
one work
else. Every bigat the front
grade, of the
I usually class
talk andstudent
to each people
pick and
about choose
what to merge
they did the
well and rubric.
what they It didn’t
takes do
two or
well,
three
and days
how to make
they can dothat. Butfor
better then
the we use
next it to grade
one.”
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
  
   

Practices Reflection 
 

Practice Things to Celebrate Things to Work On

Problem Solving

Persistence

Creativity

Collaboration

Communication

2
14 SCRATCH GAUNTLET
JEREMY
“We
“I trymade
to find
the
things
rubric
that
as a
are
class.
relevant
I gave
tothem
students,
an like
option
the to do three
Avengers, or four
or other popcolumns
culture,in thesorubric,
just and
they have
I give
a littlethem
morethe
buygame design
in. There are principles
six stones in
onthat
the class.
work-
They make
sheet. Eachrubrics
stone in groups andon
represents, then we share
Scratch, all
motion,
the groups’
sound, work
looks, at the
event, frontand
control, of the class
then and people
whether their
pick andactually
project chooseworks.
to merge
Forthe rubric.students
example, It takes two
hador
to
threethree
have days different
to make that. But then
movements of we use itOnce
a sprite. to grade
they
fourthat,
did games,
theycomputer games.
could color They
in that have a lot of
stone.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Scratch Gauntlet
Using Scratch, create a scene that shows something that you enjoy doing. It
can be something you enjoy in school or at home. You must use the 5 categories
below. Once you have successfully completed the requirement and I have checked
it off, you can color in that stone. Once you have completed all 5 requirements and
your scene successfully and clearly shows a scene that shows something you enjoy
doing, you can color in the 6th stone and become the most powerful creative coder
in the galaxy!

Category Color Requirement

Motion Blue Sprite must move in at least two
different directions.
Looks Purple Sprite must change appearance
at least twice.
Sound Magenta Scene must have at least two
different sounds
Events Yellow Scene must have two different
events that two different things
(sprites, backgrounds, etc.)
Control Orange Scene must have at least two
different control blocks

Once you’ve completed all requirements and your scene works:

Color the middle stone Green!
You can go for more coding power by completing the next level
challenge!
15 CAPSTONE PROJECT PLANNING
JOSHUA
“We made
“The capstone
the project
rubric as
inafifth
class.
grade
I gave
andthem
fourth
an grade
option
is tostudents
where do threereally
or four columns
shine. in the
They have torubric, and
plan every-
I give them
thing, the game
from prep design principles
to understanding in thatofclass.
the concept their
They make
game, rubrics
activity, in groups
story, or mini and then we
animation share They
movie. all
the groups’
have work
to do all at the
of that frontown.”
on their of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
CAPSTONE
PROJECT PROJECT PLANS BY: _________________________________________________

Use the prompts below to start thinking about the elements needed to develop your project.

PLANNING
MY PROJECT
Circle the type of project you want to create.

Game Story Animation Art

Describe the project you want to create.

List the steps needed in order to create your project.

_______________________ Example Steps:

_______________________

_______________________
Add a backdrop

_______________________
Add a sprite

_______________________
Code the sprite to move left and right

_______________________
Code the sprite to move up and down

_______________________
Add a 2nd sprite

_______________________
Code the 2nd sprite to move randomly

_______________________
Add a score

_______________________
Add a 2nd backdrop

Create an ending sprite
PROJECT PROJECT SKETCHES BY: _______________________________________________

SKETCHES Use the space below to draw sketches of what your project will look like!

MY PROJECT SKETCHES

What’s happening? What are the important elements? What’s happening? What are the important elements?

What’s happening? What are the important elements? What’s happening? What are the important elements?
16 TOUR GUIDE PROJECT RUBRIC
OSCAR
“We
“I have
made
found
thethat
rubric
nothing
as a class.
moves I gave
kidsthem
forward
an more
option
than to do three
informal or four
feedback incolumns in the rubric,
the classroom. What Iand
like
I give them
about theis,game
a rubric design
I can just principles
point in that
to, Oh, I don’t class.
see this
They make
thing. rubrics
Students in groups
can’t say, Oh,and then know
I didn’t we share
you all
had
thehave
to groups’ work
that, at theit’s
because front
on of
thethe class
list. and
Then people
they can
pick and
show me choose
where itto
is,merge the rubric.
if I’ve missed it, orItiftakes two
they’ve or
done
three days to
something make that.
creative and But then
it’s not we use it
obvious. to actual
The grade
four games,
feedback computer
is really in thegames.
momentThey have
when a lot of
they’re work-
freedom.
ing, It’s good
like a studio because
class. everyone
I’ve never found agrees onbetter
anything the
rubric,
than really talking about what’s important in the
that.”
beginning.”
Tour Guide Project Rubric

Student Name:

Scratch Username:

Reviewed by - Teacher Review

Planning document complete Planning document complete

Shared in About Me studio Shared in About Me studio

Switch backdrop blocks used Switch backdrop blocks used

Narrator is animated Narrator is animated

Mild- 3 backgrounds used Mild- 3 backgrounds used

Medium- 4 backgrounds used Medium- 4 backgrounds used

Spicy- 5 backgrounds used Spicy- 5 backgrounds used

Credit is given for backgrounds Credit is given for backgrounds

Project is initialized Project is initialized

Wait blocks used to sync action Wait blocks used to sync action

Sounds play in the project Sounds play in the project

Teacher Feedback:
17 SCRATCH SCAVENGER HUNT
JANET
“We made themeans
“Assessment rubric as
a million
a class. things,
I gave them
like how
an you
optiona to
move do three
student or Afour
from columns
to B, how youinwere
the rubric,
able to and
give
I give them
minimal the game
criteria design principles
and students were able in
tothat class.
achieve it.
They make assessment
Sometimes rubrics in groups and then
is a barrier we share
for growth, all
because
the groups’
people work
feel like at the
if they front
can’t of the
assess it,class
they and
can’tpeople
teach
pick and choose to merge the rubric. It takes two or
it.”
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Scratch Scavenger Hunt


Get to know other participants find a different person to sign each

block on this card. Put your name on the card. The first registered
student to hand in a completed card will receive a prize.

Name __________________________________________

I can remix a I use loops to I can debug simple

Scratch project shorten my script problems

I used 
 I have used I have a Scratch

LEGO WeDo with operations blocks account
Scratch

I made a game
 I make my own I created 3 or more

in Scratch Sprites Scratch projects

I have been to a I made my own I have a project

Scratch Day event block that moves to a new
stage

I used 
 I used video sensing Has added sound to

Makey Makey with blocks a project
Scratch
18 DESIGN BRIEF
TARA
“We made
“When I was
theinrubric
high as
school,
a class.
I remember
I gave them
weanhad to
optionmath
solve to do problems
three or four
in acolumns
very specif
in the
ic rubric,
way. If and
you
I give them
didn’t the game
solve those design
problems principles
using in that
those steps class.
that your
They make
teacher rubrics
taught you,inyou
groups and then
got points we off.
taken share all if
Even
the groups’ workcorrect.
answer was at the front of the
I tell my class and
students thatpeople
there
pickso
are and choose
many to merge
different ways the rubric.
to get It takes
to the two or
right answer.
Ithree days tothem
encourage make
tothat.
thinkBut then
about allwe
theuse it to grade
different ways
four they
that games,
cancomputer games.
get to that They
answer, andhave a lot
I don’t tellofthem
freedom.
how It’s that
to solve goodproblem.”
because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
Design Brief

Your Name: Student

Client: My 3 year old cousin

Designer: Student
(Your Name)
I need to make a bubble wand
Problem Statement:
for my little cousin.
Use complete sentences to
describe the problem you were
asked to solve

I am going to design a bubble

Design Statement:
wand that is a pixelated christmas
Describe what did the client want
or need to be done (Criteria). Were tree for my little cousin.
there any special instructions?

None that I remember. My problem

Constraints:
is that I don't know how to use
Describe any limitations or specific
rules that you were required to tinkercad or how to make a
follow. bubble wand.

I will create a 3D model of a

Deliverables:
pixelated bubble wand
Describe the final product you
produced. What were some of the
redesigns? What were some of the
recommendations?
19 SUB DAY SCRATCH GAME RUBRIC
BROOKE
“We made
“You’re going
the rubric
to haveasaa lot
class.
of Idifferent
gave themoutcomes.
an
option
You toto
have dolook
three or four
at what columns
skills you’re in the rubric,
trying and
to evaluate,
I givethen
and them the game
grade design
on that, principles
but also be openin that class.
to the fact
Theythis
that make rubricsisingoing
student groups
to and
lookthen we share
different thanall
this
the groups’
other work
student. at the
Again, front
just of the
telling class
them, and
This people
looks like
pickskills
the and are
choose to merge
emerging, butthe
therubric. It takes
creativity two or
is awesome.
three
You days
put toofmake
a lot that.skills
your own But then we use
and your ownitelements.
to grade
fournot
I’m games, computer
going games. student
to see another They have a lotexactly
doing of
freedom. It’s good because everyone agrees on the
this.”
rubric, really talking about what’s important in the
beginning.”
 Sub Day Scratch Game Rubric
Do Now: Think about your go to games when you get done with computer work early
and list them out:

Task: Today you are going to be building off the coding skills we have learned over the
past three weeks on various platforms. You will login to your Scratch account at
Scratch.mit.edu and create a game. It can be however simple or complex you want to
make it, but it does need to be playable, have a specific goal, include a point
system.
Developing Proficient Advanced
Game Function Some game All game All game
mechanics are mechanics function. mechanics are
functional, but Utilizes clicker or functional. Game
some are not. arrow keys for responds to clicker
Arrow keys or actions, game and/or arrow keys
clicker may not do responds to the and includes
what was intended. appropriate additional functions.
function.
Goal Goal may be clear, Clear goal, may be Clear goal (how to
but game does not simple design, win) and it is
function well possible to win. challenging and
enough to be able possible to win.
to win or goal is
unclear.
Point System Score box may be Score box may be Score box on page
missing or does not in the way, but still is in an easy to see
add points, as collects points, as place and does not
intended. intended. block the gamer
from seeing game
components. Score
box is functional.
20 WEBSITE EVALUATION FORM
DENNIS
“We made
“You want itthe
to be
rubric
moreasabout
a class.
themI gave
holding
themeach
an other
option to do three
accountable or four columns
and learning inother.
from each the rubric, and
The feed-
I givethat
back them theget
they game design
helps themprinciples in that class.
be more reflective and
They make rubrics
metacognitive in groups
about and then
themselves. This we
wasshare all to
a note
the groups’
parents to sitwork
downatwith
the front
their of the class
student andand people
fill out this
pick and
form withchoose to merge
their student the rubric.
guiding them,Itand
takes two
they or
were
three daysto
supposed toput
makeon that. Butof
the hat then we or
a CEO useanitentrepre-
to grade
four games,
neur. computer
Then, we’d have a games. They
day where have
the a lot of
students would
freedom.
assess It’sother
each goodwith
because everyone
a similar agrees
form, but on the
looking at it
rubric,
as really
a client talking
or a about what’s important in the
customer.”
beginning.”
Website Evaluation Form
DIRECTIONS FOR VOLUNTEER:
Dear Parent/Sibling/Friend/Older-Than-6th-Grader Volunteer: The 6th grader that handed you this
form is currently finishing up their Computer Arts Rotation Course and they were given this form
as a way to bring their project outside of school and into the real world, in a way. Their project
consisted of the creation of a “pretend” company for which they designed and built a website
component for. Your job is to take a few minutes and sit down with your student, who will take you
through their website and hopefully persuade you to become a customer, client, member, etc. of
their company. Please put yourself in the mindset of a potential customer and respond to the form
below from that standpoint.
* Please keep in mind that the student is currently working on finishing a commercial for their
company that will go on the homepage .

DIRECTIONS FOR STUDENT:

Please sit down with your Evaluator Volunteer and take them through your website. They will use
your site to fill out the form below. Remember you are the CEO of your company and it is up to you
to “sell” your company to your evaluator. Also don’t forget that there are a couple of questions at
the end directed at you, which you should fill out yourself.

DUE: Wednesday, 6/1

Email address *
_______________________________

Who is in charge of the company (student name)? *

_______________________________

Who is the evaluator? *

_______________________________

What do you think of the website layout? *

How it’s organized, how it flows, etc.?

• Well organized
• Adequately organized
• Not well organized
• Other: _______________________________

What do you think of the website visual “scheme”? *

The logo, the background, the colors, the fonts, etc.?

• Consistent and eye-catching

• Mostly consistent
• Random and arbitrary
• Other: _______________________________

Did the Homepage give you a good, general idea of what the
company is all about? *
• Yes
• No
• Other: _______________________________
Did the About give you enough information about what the company does,
why they exist, who is in charge, and how to find them? *
• Yes
• No
• Other: _______________________________

Did the Ordering (etc.) page make it easy to purchase the company’s
products (etc.)? *
• Yes
• No
• Other: _______________________________

Overall, how would you rate both the professionalism and uniqueness of
this website? *
• Very professional and unique
• Somewhat professional and unique
• Not professional or unique
• Other: _______________________________

As a casual visitor of this website, did it do its job of getting you interested
in ordering from this company and/or purchasing their services? *
Assuming/pretending that you are the target audience/demographic for this company.

• Yes
• No
• Other: _______________________________

What improvements or changes could be made to this website?

The student can help answer this as well.

_______________________________________________________________________________________________

STUDENT REFLECTION: Now that you’ve completed a professional website,

what would you change about it if you could do it again? What would you have
done differently in general during the process of making it?

_______________________________________________________________________________________________

STUDENT: what final grade would you give yourself on this project keeping
in mind both the process of building the website and the final product?
• A
• B
• C
• D
• F
• Other: _______________________________
21 APP INVENTOR ASSESSMENT
CASEY
“We made theisrubric
“Assessment a wayas
ofaknowing
class. I gave
whether
them students
an
option
are to do
getting it three or four
or if they needcolumns in the
extra help. rubric,
Some and
kids hear
I give
the them
word the game and
assessment design principles
totally in that
shut down. class.
I always
They make
explain rubrics
to them, It’s in
notgroups
a test. and then
It’s not wedeal,
a big share all
I want
theknow
to groups’ workgetting
if you’re at the front of the
it. If you class
were and
here, people
you were
pick and
doing thechoose to merge
work, you the rubric.
need some It takes
credit for two
it, other or
than
three
just days toinmake
turning that. But
the project, then we
because use
who it to grade
knows if you
four games,
worked well computer games. They have a lot of
with a partner?”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
App Inventor Assessment
This assessment is to be done INDIVIDUALLY. You must complete every question and submit the
form once you are finished.

Name: *
_______________________________

How many components are on this screen? *

___________________________________

Name the components on the screen: *

___________________________________

Why is it important to rename the components in your app? *

___________________________________

Explain in your own words what the blocks do: *

___________________________________

Which two components are used to play sound in App Inventor? *

•
• Image and Button
• Button & Layout
• Sound & Player
• Media & Player
• Other: _______________________________
If you wanted to center your buttons on the page, what do you need? *
•
• Sound Button
• Horizontal or Vertical Arrangement
• Multiple Blocks
• A bigger screen

If you want to open another screen called “Directions” when Button 1

is clicked, what blocks do you use? *
___________________________________

Name two file extensions for pictures that we used in class. *

•
• MP3 & JPG
• JPG & GIF
• JPG & PNG
• WAV & MP3
• Other: _______________________________

Name two file extensions for sounds that we used in class. *

•
• MP3 & JPG
• JPG & GIF
• JPG & PNG
• WAV & MP3
• Other: _______________________________

According to the screen below, why wouldn’t the player play sound? *

___________________________________
I want a button (SoundButton) to play CatPlayer when the button is
clicked. What blocks do I need? *

___________________________________

Why won’t “PigScreen” open when the button is clicked? *

___________________________________
22 CHOOSE YOUR OWN
CODING PROJECT
ADRIENNE
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“Any time you’re creating something, you have
I give them the game design principles in that class.
constraints. Even artists, they have constraints for
They make rubrics in groups and then we share all
themselves that they’ve created, and that’s difficult to
the groups’ work at the front of the class and people
do. So I try not to push too much emphasis on, This is
pick and choose to merge the rubric. It takes two or
what I’m grading you for, but rather, This is how you
three days to make that. But then we use it to grade
get enjoyment out of what we’re doing in class.”
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Choose Your Own Coding Project Self Evaluation
1. PASTE THE LINK TO YOUR CODING PROJECT DOCUMENT HERE!!!

2. Describe what you created in this project.

3. How does your final project compare to what you planned? What changes did you
make to your plan? Why?

4. How well does your final project meet your planned design specifications?

5. How did you improve or change the project during the “Iterate” step of the
Engineering Design Process? What else would you want to do, change, add, or
improve? Explain.

________________________________________________________________

6. How did you share your project with others? What went well and what didn't? What
would you do differently?
7. Give two examples of peer feedback you received, positive or negative. What is your
response to this feedback?

8. Evaluate your own use of the Engineering Design Process in this project: Define,
Identify, Brainstorm, Prototype, Test, Iterate, and Share. Talk about what went well,
and why, as well as what you struggled with, and why. Discuss what you might do
differently in the future.

9. Is there anything else I should know about your project as I consider your mastery
score? Anything that is not covered in this document or your project document?
23 PROJECT RUBRIC
LINDSAY
“Wegive
“I’ll made
students
the rubric
a rubric
as a class.
and I’ll
I gave
tell them
them what
an I’m
option to
looking fordo three
and howoryou
four columns
can in the
get all the rubric,
points and
for your
I give them
grade, thethey
so that game design
know principles
ahead of time.inThere’s
that class.
this
They make rubrics
transparency within groups
how theirand theniswe
grade share
being all
calcu-
the groups’
lated. work
With any at the
rubric, front ofreally
it doesn’t the class and
tell the people
full story
pick and
about choose
every tostudent.
single merge the
So,rubric.
it’s notItindividualized,
takes two or
three
but atdays to make
the same that.
time, But then are
if students we use it to
given grade
parame-
four to
ters games,
meetcomputer games.
where you want They
themhave a lot
to be, of
it gives a
freedom.
better It’s good because
understanding everyone
of what agreeshitting
goals they’re on theor
rubric, really
standards thattalking about
you want what’s
them important
to reach. In theineighth
the
beginning.”
grade, I have a ton of students who need things that
are concrete. So, I’ll talk through what they are think-
ing they want to include in their projects, and we’ll
create a checklist together.”
Name:______________________________________ Section:_____________ Date:_______________
Exceeds Expectations Meets Expectations Approaches Expectations No
(3 Points) (2 Points) (1 Point) attempt
Requirements Project exceeds the necessary Student meets the following Project addresses only parts of the
expectations. Student has requirements: project prompt or does not
surpassed the following ● A stage accomplish the project goal.
requirements: ● A sprite
● A stage ● 6 action commands (“dance
● A sprite steps”)
● 6 action commands (“dance
steps”)
Creativity Student selected a stage, sprite, Student selected a stage, sprite, and Student did not select relevant
and action commands that create action commands that are relevant elements for his or her project.
an engaging dance performance for to one another and attempted to Action commands may appear

Adapted for Lindsay’s context from a general rubric provided by codesters.com.

viewers. create an engaging dance random.
performance.
Use of Code The project incorporates coding The project incorporates coding The project demonstrates gaps in
concepts introduced in the current concepts introduced in the current knowledge or misunderstandings of
lesson AND from previous lessons. lesson. concepts.
Time Management Student completes the project Student completes the project on Student does not manage time well.
before the deadline. The student time. Students does not complete the
uses the remaining time to assist project by the timeline, and requires
classmates with the project. extra time or help in order to finish
the work.
Comments: Lesson Grade: __________________
24 DESIGN JOURNALS
(EXCERPTS)
MULTIPLE TEACHERS
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“Design journals definitely help me get inside students’
I give them the game design principles in that class.
heads. I don’t think I could have a conversation with
They make rubrics in groups and then we share all
somebody where they would clearly lay out a picture
the groups’ work at the front of the class and people
of what they’re working on, a link to it so I could see it,
pick and choose to merge the rubric. It takes two or
and a personal reflection. But in their journals, students
three days to make that. But then we use it to grade
end up being more transparent than they realize when
four games, computer games. They have a lot of
they write about something that gave them a hard
freedom. It’s good because everyone agrees on the
time and how they fixed it. I say, It’s really important
rubric, really talking about what’s important in the
to learn to document your work and your thinking, and
beginning.”
so I grade your documentation, not your actual lab.”
 1/12/20

The Start of the Journey

My personal goal is to master at least the basics of animating by the end of the
year.

I’m excited to learn how to make an animation, and make it look professional.

I expect to learn to master code in a way that makes my work look like a
professional’s work.

I have always felt like I have this need to express myself through creating
something, and I really think that animating will help satisfy that urge.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
3 I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
Activity One
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
It’s really enjoyable
rubric, beingabout
really talking alone what’s
in the world of Scratch,
important in the
having some time alone with your own thoughts, really letting the ideas and
beginning.”
creativity flow into your work.

I am enjoying learning how to create a funny and perhaps relatable story with only
a few commands and sprites.

One thing that I am having trouble with, however, is figuring out how to get sounds
and actions in sync, and thinking of a satisfactory ending to my story.

This problem was fixed using a broadcast block. When I broadcast a message, I
am sending out a sort of signal. When I put a “When I receive” block, it receives
that signal and then performs the next action on its script.

2
 Activity One Challenge
In Activity One, I would like to make some people talk that are not
sprites that are on the screen.

Like, a text box or something that points away from the character that is able
to be seen in the story.

I would like my character to have a conversation with the people that

she thinks are following her, to make it more
comedic and funny.

“We made the rubric as a class. I gave them an

5 option to do three or four columns in the rubric, and

I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
Activity Two
four games, computer games. They have a lot of
In this activity, Ifreedom.
learned how to make
It’s good extended
because everyone agrees on the
dialogue betweenrubric,two, and even
really three,about
talking characters.
what’s important in the
beginning.”
Using the wait blocks, I found out how much
concentration it takes to create the dialogue, using
multiple say and wait blocks.

This helped my story by making one of my

characters surprise two others, so that the story had
an interesting twist

I also had fun experimenting with motion blocks to

make one of my creatures appear to be shaking.

3
 1/12/20

First Project On Turtlestich

I have been working on a pattern that includes two of the same design, but one is
smaller and one is bigger.

I plan to tell everyone how I was just experimenting with the code, but with the
intention of having a repeat block inside of another repeat block.

I hope that it will work, because it says that there are too many stitches and it “will
get clamped.” I’ll figure it out, probably by using multiple blocks instead of one.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
17
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
Planrubric,
Forreally
Special Storytelling
talking about Project
what’s important in the
beginning.” Plan for the Day What worked, what didn’t, where to
start tomorrow

Story plan The player is in a riddle house, and that allow them to go through separate
must escape by figuring out riddles doors. Will have differing endings

Wed, Jan 10 Program the beginning I got the opening done, now I can work
(Ghosting) on the storyline. I need to figure out
how to program the doorways.

Thurs, Jan 11 Program 1st and 2nd set of doors (Ask I only got one set of doors. I think I want
and Wait) (If then else) to just do 2 sets, maybe 3

Fri, Jan 12 Program 3rd and 4th set of doors I finished the 2nd set of doors. I will do
(Ask and Wait) (If Then Else) the 3rd one done, then maybe do some
special effects and sounds.

Wed, Jan 17 Add in and fix extra characters along I did some backgrounds and 3rd doors.
the way; Start Endings I will work on this at home, and finish
(Ghosting) the doors.

Thurs, Jan 18 Program endings (Mystery Box)

Fri, Jan 19 Do any last minute work

18

9
 1/12/20

Date What I hope to get done today What I did Note to self Any other comment

Thursday, March 8 I hope to review the storyline I helped edit this sheet and read our
storyline sheet.

Monday, March 12 I hope to figure out how we are We have began making the various Don’t forget about the table!
going to code the storyline backgrounds and the title page.

Wednesday, March 14 I hope to start the coding and I got some beginning coding done and Don’t forget about the other sprites The purpose of the game is to raise awareness about depression
figure out how we’re going to code also some backgrounds done. and how to help someone with it.
it

Thursday, March 15 I want to get at least halfway I started a lot of the other people/ Don’t forget about the hand!
through the lunchroom scene.

Friday, March 16 I want to finish the lunchroom I only finished Bob Speed UP!!!!!
scene today.

Monday, March 19 I am finishing the 1st scene & I finished the facts
choices. HAVE TO!!!

Thursday, March 22 We have to speed up on coding I finished the ppl Work at home
today

Friday, March 23 It is sharing day, but we barely They didn’t like it. We’ll work on it
have things to share

Monday, March 26 We want to combine our coding. I moved to the next scene

Wednesday, March 28 I want to check the animation We shared, so we weren’t able to

work on anything

Thursday, March 29 I’d like to complete the animation I did the animating of the scene, and
for the brick wall scene am moving on to the next one

Monday, April 9 I want to advance I coded the bar and its moving as well
SIGNIFICANTLY as beginning the next scene

Wednesday, April 11 I want to complete another scene I got the transition done

Thursday, April 12 “We made the rubric as a class. I gave them an

I’m ready to do another scene I got 2 scenes done, and I’m renaming
the buttons for organization

Friday, April 13
option to do three or four columns in the rubric, and
I want to combine scenes and get
real work done today
I got a LOT done WORK AT HOME!!

Monday, April 16
I give them the game design principles in that class.
We are looking at other’s projects
today.
We saw other’s projects, and got good
feedback

Week of April 16 submission writing

They make rubrics in groups and then we share all
19
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
Games Forrubric,
Change: Feedback
really talking about what’s One
important in the
beginning.”
- I agree with the feedback, however, this IS still just a preliminary stage
- They did not really like it because they couldn’t understand it
- I had wondered if we would need to specify more, and my suspicions were
confirmed when they said specificity was key
- I would like to work VERY HARD on the coding so that they can actually play
something worthwhile instead of resorting to relying on the inspection of the
coding
- I hope I can work on it over break, because I honestly don’t think that we will
be able to finish it in only 7 more class days

20

10
 1/12/20

LE EPIC ANIMATION
JOURNAL!!!!!!1!!!!
By

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
1 I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
Day 1 - Peter
fourhurts
games, his knee
computer games. They have a lot of
freedom. It’s good because everyone agrees on the
I was able to make the rubric,
characters say their
really lines, make
talking aboutbump into each
what’s other, thanin
important saythe
their lines and
Thanos kirby pops out of nowhere and say how epic this project is, then spun around and change colors
beginning.”
as the fortnite default dance plays. I was really proud of the kirby thanos scene. I feel like my project is
beautiful as it is and I’m done with it.

1
 1/12/20

Color dodge
In this game, you have to dodge the other colors at aren't yellow. Using the color
blocks, if the black dot isn’t touching yellow, you lose health. Using the time
blocks, when it reaches a certain amount of time, the block’s speed up or it starts
to shoot lasers. If I were given more time I wouldn’t do much more with my project.
I’m really satisfied with the final product.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
5
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
Stop! freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
This is my microbit project. It is a game where you can choose your own path by ether shaking or pressing A and B. There
beginning.”
are 2 ending, and 3 versions for one ending. One is the bad ending in which you destroy the code. The other ending the
good ending where you fix the code immediately, get tricked into fixing it, or fixing it at the last second. A challenge I faced
was getting the game to continued in certain paths. But I was able to overcome it by using variable blocks. I am really
satisfied with the final product and I might not want to continue it any more.

Code - https://makecode.microbit.org/_fiTegF476fza

3
 1/12/20

Answers to questions:

1. What is the point of your project?

Just to make a fun little game on the go if you are bored.

2. What was the greatest challenge that you faced and how did you deal with it?

I faced the challenge of trying to make the path ways when you do an input. But I was able to use
variables to make my life easier.

3. What are you most proud of in this first building project?

Just how the game plays.

4. What would you do next if we had more time to work on this project OR what does this project make
you want to build next?
“We made the rubric as a class. I gave them an
option
Maybe make it much more toand
neater domaking
threethe
orgame
fourlonger.
columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
7
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
Micro bit balance challenge
freedom. BEAT! everyone agrees on the
It’s good because
rubric, really talking about what’s important in the
In my project you have to tilt the micro bit in the direction the arrow points in. If you got it, you will get a check
beginning.”
mark you would get a point. If you fail, an X would appear and you get no points. The game ends when the song
is over and your points are displayed. A challenge when making the code was trying to fix a glitch when you have
to point it up you don’t get a point. But I figured out you had to hold the microbit, facing the ceiling when playing.
Then it would be fixed. A challenge when building, was when I was trying to glue the case together without ruining
the wires and microbit. But through shaking and sweating while glueing it, nothing was damaged. I would really
like to make a game in unity, unreal engine or something. (Link is the title.)

4
 1/12/20

EPIC FAMILY GUY! ROBUX! (loud)

In this project, you play as Peter Griffin, trying to get his robux back. You control Peter
Griffin, by using the A and D keys to move left and right. As well as the spacebar to
jump. I had added a win screen, a lava pit, and music. I like how the final product
turned out. I think it could have a bit of work on the controls. But it’s more of a problem
with scratch. I would really love to find out how to make 3D games in scratch next.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
11
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
Random crits arereally
rubric, fairtalking
andabout
balanced
what’s important in the
beginning.”
In this project, you play as TF2 medic with the archimedes head. You try to avoid
random crits and get that teleport bread. There’s no purpose to this game. It’s just a
meme. A challenge I faced was dealing with all of scratch, it might seem random. But
when they bounce, they always followed a pattern. So I made it more random with
degree blocks. I REALLY want to learn how to make 3D scratch games.

12

6
25 BITSBOX CODING WORKSHEET
ROBIN
“We dream
“My made the
assessment
rubric aswould
a class.
beI gave
for students
them anto take
optionthey
what to do three orapply
learned, four columns in the
it to some sortrubric, and
of project
I giveisthem
that the game
meaningful design
to them, principles
and in that
then share class.
it with the
They make
world, as in rubrics in groups
their family and then That
or community. we share allbe
would
the groups’
great. work
I might atathe
have front of
checklist theI class
that and people
give them about
pick and choose
concepts to merge the rubric.
or guidelines—things that IItwant
takesthem
two or
to
three days
show to make
they’ve that.
learned. But then
I love we use
it when I getitto
to talk
gradeto
four games,
them or theycomputer games. that
make a recording Theyexplains
have a lot
theof
think-
freedom.
ing It’s
behind good
their because everyone
decisions—that’s agrees
another on the
insight for
rubric, really talking about what’s important in the
me.”
beginning.”
 Bitsbox Coding Worksheet

Name(s):

What programming language are you using to make apps? Coffee Script

Every programming language provides a set of commands that the computer can
understand. Think of commands as things you tell a dog, like “sit,” “stay,” or “roll
over.” In programming, you’re doing the same thing to the computer.

What do the following commands do?

fill(“rainbow”)

stamp(“banana”)

text(“Peanut Butter Jelly Time”)

What do you think of programming in Bitsbox so far? Insert the Emoji(s) that
reflect how you got on today in the lesson. Please explain your reasons why.

Insert the emoji(s) here:

Explain why you chose these emojis:

26 TE CODING PROJECT
ADRIENNE
“We
“A lotmade
of them
thewere
rubric
very
as aproud
class.of
I gave
the work
themthey
an were
option to
doing. do three
I gauge howor successful
four columns in the rubric,
a project and
is by how
I give them
many timesthe game
they design
call me overprinciples
to make mein that
lookclass.
at it.
Theyto
Not make rubrics
tell me, in groups
I don’t and then
understand, weLook
but, share
atall
my
the groups’
thing. work to
You want at play
the front of the class
my game? andwant
Do you people
to
pickmy
see andwebsite?
choose to merge
Check the
this rubric.
out. LookItat
takes
this two or I
thing
three
did. daysgetting
That’s to make that.creative
those But then we use
juices it to grade
flowing. I don’t
four games,
make computer
creativity obviousgames. They
to them, haveifaIlot
because tellof
them,
freedom.
they’ll be It’s good
snarky because
and everyone
completely agrees
contrary, so on
I’mthe
like,
rubric,
I’m really talking
teaching you howabout what’s
to be important
creative kids ininathe
very
beginning.”way. Last day of school, there’s the prize.
subversive
You are creative. This is all the stuff you made.”
 TE Coding Project:
Steps 1-3 of the Engineering Design Process
Turn in one document for the group, but all group members need to submit. There are wide variety of coding
languages with completely different applications out there and you all have a wide variety of experience with
coding, from none to borderline professional. Rather than me picking something and having everyone do it,
we’re going to divide and conquer: You choose a coding language, learn how to use it, create a project of your
choice using that language, and then present your project to the class in whichever format works best for you
(presentation, website, video, app, tutorial, etc.) This planning document is due by Monday, April 22nd at
3pm. The final project is due Friday, May 3rd at 3pm. You will present your projects on Monday/Tuesday May
6 and 7th to the class in a “tech” conference format for peer review. (For 7th grade, you will be presenting your
projects on Thurs/Fri, May 9/10 when you return from the field trip.)
1. What would you like to learn and then create with this project? How is what you are creating going to
help you in your future career aspirations? YOUR BIG QUESTION! (Define)

For this project, I hope to learn to code and design a website. On this website I want to create would be
a fun quiz that will take your answers to generate a music playlist for you. It would be a way to discover
new music or to find music for a certain mood that you’re feeling. Perhaps in the future, for my career, I
can use to my skills of website coding/building to design something to promote myself for a business.

2. Why is this important to you? Why is this important to anyone besides you? (Define)

I often find myself listening to the same songs over and over. While they might be great songs, I find it
fun to explore new music and genres. I know that many people experience this too, my friends are
always asking me for new music recommendations. With this website, I could take suggestions from
other people and my personal taste to make playlists for different genres and decades.

3. What do you already know? (Identify)

I don’t know much about coding. For the coding I’m doing, which is html, I don’t know anything at all. I
don’t know to how write code, shortcuts for writing the html or how html works.

4. What do you need to know? Ask yourself at least 3 questions or list 3 things you need to know about
and where do you intend to get this information (FYI: I am not a source.) (Identify)
a. Question 1:
How do I use HTML? - https://www.khanacademy.org/computing/computer-programming/html-
css/intro-to-html/a/quick-tip-html-tags
b. Question 2:
How do I make things clickable? -
c. Question 3:
How do I build a quiz with HTML? https://codeactually.com/examples.html

5. Who is the audience for this project? Why would they want something like this? (Identify)

The audience for my project are my classmates. I think that they’d want something like this because
quizzes are generally fun, and although there are millions of pointless ones out there, this one
generates a music playlist for you.
6. What type of project will you be presenting to show what you have learned? (Brainstorm)

To show what I’ve learned, I will show my completed website. Websites with html are quite complex,
you have to code individual things for stuff that seem as unimportant as font size.

7. How will you present your project to others? (Presentation, website, app, tutorial, video, etc.)
(Brainstorm)

I will be presenting the website. I will have someone take the quiz themselves and walk them through it.
I will also explain the elements that I had to work on regarding HTML.

8. What resources or materials do you need? (Brainstorm)

I will need the information and HTML codes to use. I have found all of these on various websites. This
information is crucial to coding an actual website.

9. Include sketches of what you want your project to look like and include. Include text notes if needed.
(Brainstorm)

10. What can I do to assist you in completing your project? Is there something you need to learn how to
do, assistance finding research, items you will need to create your project, accounts on any particular
websites?

You could assist me in better understanding different tutorials I’ve found on the internet. I already have
created an account for glitch and followed along pretty well with tutorials and things like that, so I don’t
see myself needing lots of guided help though.
11. For each day, write down what component of your project you will be working on. If you have more
work than class time, add those to each day with either HW for homework or AD for advisory next to it.
Note that C Days are 35 minutes instead of the usual 45min, D schedules are hour long.

Your project must include:

● An example of how you have applied your code (website, robot, app, game, etc.)
● The coding project template (Google Slides) completed with all of the steps of the design
process explained completely and documentation of your work.
● A method of sharing how you applied the code you learned to be presented in class. (App,
website, tutorial, presentation with slides, etc.)

EVERYTHING MUST BE FINISHED AND TURNED IN ON 05/05!!!

a. D 04/16: Check in with you
b. D 04/17: Researching/Learning HTML
c. C 04/18: Researching/Learning HTML
d. No school 04/19:
e. A 04/22: Check in with you
f. A 04/23:
g. A 04/24:
“We made the rubric as a class. I gave them an
h. 04/25 Testing No Internet
i. 04/26 A Testing No option to (7th
Internet do three
grade,or
wefour
will columns in thethis
do a fun activity rubric,
day)and
j. A 04/29: Check in Iwith
giveyou
them the game design principles in that class.
k. A 04/30 (I’m out): They make rubrics in groups and then we share all
l. A 05/01: the groups’ work at the front of the class and people
m. A 05/02:
pick and choose to merge the rubric. It takes two or
n. C 05/03: Check in with me
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
27 SHARING SCRATCH PROJECTS
BRENDA
“We made the
“Students might
rubric
say,asI’m
a class.
done.I gave
Thenthem
I might
an say,
optioniftoyou
What do three
addedorafour
second
columns
thing?
in the
So, you
rubric,
canand
do
I givethings
little them to
thespur
game design
them principles
on. I’m thinkinginof
that
theclass.
word
They make rubrics
assessment as whatinallows
groups and
me then
to see we share
what all
they know
theknow
or groups’
howwork at the front of the class and people
to do.”
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 
This is a formative assessment because through their sharing I understand what students know and how they 
 
approach problem solving. This is the script students follow when sharing projects.

 
Sharing Scratch Projects: 
 
● Show the script 
 
● Highlight something challenging or something you are 
proud of in the sprites, costumes, scripts.  
Feel free to ask for ideas/troubleshooting tips, too. 
 
● Play project 
 
● Take questions and positives. 
28 ANIMATED STORY
BROOKE
“We made
“With this rubric,
the rubric
teacher
as a class.
expectations
I gave them
and an
student
option to do three
expectations are ator foursimilar.
least columns in the
Like, we rubric, and
know what
I give them
we’re thefor,
looking gamebutdesign principles
it is very in that
open. There is class.
some
They make
room rubrics in
for argument in that
groups and then
because we
it is so share
open to all
their
the groups’
own work at their
interpretation, the front
own of the classI didn’t
creativity. and people
want
pickproject
the and choose
to be to merge
super the rubric. It takes two or
limited.”
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Animated Story Rubric

Emerging Developing Proficient Advanced

Story has at least

Story has clear
two out of three: Story has
Story has beginning, middle,
beginning, middle, beginning, middle,
Story foundation, but is and end. Includes
or end. Appears and end. May lack
lacking depth. conflict and
incomplete, lacking clarity.
resolution.
essential details.
Animation includes
Animation includes
at least two fully
Animation includes Animation includes more than two fully
developed
at least one two characters, developed,
characters that
character, but is may appear flat or multidimensional
Characters interact w/ each
lacking depth or one-dimensional, characters, that
other and
response to may not address interact with each
environment;
conflict/resolution. conflict/resolution. other and
address
environment.
conflict/resolution.
Appropriate Appropriate to the
Dialogue is Includes conversations for characters,
minimal, blunt, or conversation. May the characters, includes
Dialogue does not tie into not tie into story, converse with each foreshadowing,
story/make sense lacks connection or other and includes alliteration, and/or
for the character. depth. self-reflection body language to
(thought bubbles). tell the story.
Animation used
Animation used all
most of the
animation blocking
Animation used animation blocking
Coding Animation used elements correctly,
some of the elements correctly.
and few of the blocking utilized student-
blocking elements One or more
presentation elements correctly made characters,
correctly. student-made
sounds, and/or
elements are
backgrounds
present
Animation timing is Animation timing is Animation is timed Animation is timed
frequently too fast awkward at some well, but some well, so viewer can
Timing or slow, difficult to points, makes parts were too read and process
read dialogue/ story hard to quick or slow for what is happening
understand story understand understanding in the story
29 SCRATCH SHARE AND
SELF-REFLECT
JASMINE
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“At the beginning of my career, everything was beau-
I give them the game design principles in that class.
tiful with little 2D cliparts, and now I’m all about just
They make rubrics in groups and then we share all
writing it by hand and handing it to my students. It’s
the groups’ work at the front of the class and people
literally handwritten and copied. But I think there’s
pick and choose to merge the rubric. It takes two or
a certain level of authenticity to the kids, that this is
three days to make that. But then we use it to grade
not meant to be a published piece. This is meant to be
four games, computer games. They have a lot of
something that you’re reflecting with. It’s not some-
freedom. It’s good because everyone agrees on the
thing that we’re going to put out to the world. This is
rubric, really talking about what’s important in the
our own writing to express what we’re trying to say at
beginning.”
this moment.”
30 GOAL STATEMENTS
ASHLEY
“We
“I think
made
goal-setting
the rubricputs
as astudents
class. I gave
in the
them
driver’s
an seat,
option
and to doofthree
it kind or four
catches themcolumns in the
off guard rubric,
a little bit.and
Not
I give them the
everybody, but game
I thinkdesign principles
a lot of them actin like
thatschool
class.
They
is make rubrics
something in groups
happening to and then
them, andwethey’re
share all
just
the groups’
required work
to be at the
there. Andfront
theyof the class
show up to and people
a class and
pickteacher
the and choose
tells to merge
them thethe rubric.
most It takesthing
important two or
to
three and
learn daysthen
to make
how that. But then
to study, we use
and they it to grade
do these tests
four things
and games,like
computer
that. So,games.
at the They have aoflot
beginning theofyear,
freedom.
these It’smake
goals goodthem
because everyone agrees
be accountable a littleon
bitthe
and
rubric,
have really talking
a purpose. about
So, Why arewhat’s important
you here? in the
What are your
beginning.”
goals for the year?”
Goal Statements
Name: *
_______________________________

Your Personal Goals

What are your personal goals to achieve in web design class this year? *

_______________________________

What steps will you take to achieve these goals? *

Examples: try hard, ask questions, pay attention, etc.

_______________________________

What is the end result of successfully completing your goals? *

Example: I will be able to build a website

_______________________________

What other goals do you have for yourself this year? *

Examples: get job, get into college, earn good grades, try a certain sport/club, etc.

_______________________________

What steps will you take to achieve these goals? *

Examples: practice certain skill, stay after school, etc.

_______________________________

What is the end result of successfully completing your goals? *

Examples: walking across the stage and receiving a high school diploma

_______________________________
 Class Goals

What do you think some goals should be for the entire web design class? *

_______________________________

What steps should we take to achieve these goals? *

_______________________________

What is the end result of successfully completing our goals? *

_______________________________

Help and Assistance

What can I do to help you reach your goals this year? *

Examples: be patient, push/encourage you, be clear, listen to you, etc.

_______________________________

SUBMIT
31 PYTHON BASICS WORKSHEET
CRYSTAL
“We this
“For madeworksheet
the rubric
onasPython
a class.basics,
I gave they
themread
an code
option
and to do
write three
code. or four
They columns
can take in theof
the block rubric,
code,and
put
I give
it them the
in Trinket, andgame
figuredesign principles
out what in that
the problem is class.
or say
They make
whether rubrics
it can run. in groups
But, and then
sometimes wethem
I want shareto
alltell
the without
me groups’ work at the
putting it infront of the class
the computer. Soand people
they have
pick and
three choose
ways: read,to merge the
interpret, andrubric. It takes
then write twoown
their or
three days
code, whichtocan
make that. But then
demonstrate thatwe useunderstand
they it to grade
foursyntax
the games,ofcomputer games. They have a lot of
the language.”
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
PYTHON ---Basics

Why does this code not work?

Fill in the blanks below describing the error(s) found.

num1 = input(“Enter a number: “)

num2 = input(“Enter another number: “)
total = num1 + num2
print(“The answer is ”, total)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Create your own code:

In Trinket.io create a new project called “Python Basics.” These can
be ‘commented out’ and used in one trinket or create PBI, PBII, PBIII.
Cut and paste link on word doc under google classroom assignment.
1. Ask the user’s first name and then ask for their last name and display the output message:
Hello [First Name] [Last Name]

2. Ask the user to enter two numbers. Add them together and display the answer as:
The total is [answer].

3. Ask the user to input their name and their age. Display the answer:
“Hi [name] you are [age] years old.”
32 UGLIEST WEBSITE COMPETITION
JACK
“Wepeer
“In madeevaluations,
the rubric students
as a class.are
I gave
a lotthem
morean
honest
option
with to do
each three
other orthey
than fourare
columns in the
with me. rubric, defi-
So, there’s and
I give information
nitely them the game design
I wouldn’t principles
get from justin that class.
looking at all
Theyprojects
the make rubrics
myself.inYou
groups
reallyand
getthen we of
a sense share all
whether
the groups’
they’re work
excited at thetheir
about frontproject.
of the class and people
Honestly, that’s
pickthing
the and choose to merge
that’s most the rubric.
important for meIt takes two
in that or
class.
three
Are days
they to make
getting that.about
excited But then wethey
it? Are use it to grade
expressing
four games, computer
themselves? games.
Are they taking They have
ownership ofait?”
lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
Ugliest Website Competition
* Required

Whose website are you evaluating?

It includes an index.html file and a separate CSS file *

Yes
No

<html> <head> <title> <body> are all used correctly *

Yes
No

At least two more tags (like <h1> and <p>) are used *
Yes
No

At least three different fonts and colors in the CSS file are used *
Yes
No

At least two pictures are used *

Yes
No

At least two different positions, using borders, margins, positions, etc. *

Yes
No

At least one list AND/OR one table *

Yes
No

How ugly was the website? *

Actually Ugliest I’ve

pretty nice ever seen

What was the best/worst/ugliest part? *

33 PEER REVIEW TEAM MINUTES
(FICTIONAL EXAMPLE)
DUSTIN
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“Our seniors work in teams of three to four and create
I give them the game design principles in that class.
virtual reality projects. They all came up with different
They make rubrics in groups and then we share all
ones. It was definitely very creative, but the assess-
the groups’ work at the front of the class and people
ment of it was obviously tricky. The peer evaluation
pick and choose to merge the rubric. It takes two or
makes a difference in their grades, but it’s not the end
three days to make that. But then we use it to grade
of the world. It could make a difference between an
four games, computer games. They have a lot of
A or a B. I think it’s a good thing, the peer evaluation,
freedom. It’s good because everyone agrees on the
because in a good project it makes them accountable
rubric, really talking about what’s important in the
to each other.”
beginning.”
Example Peer Review Team Minutes
[this is a fictional example]

Team Meeting – Ken Ye Dig It

Date/Time: 03/06/2016 10:00
Location: RE217
Attendees: Gary, Umar and Lisa
Chair: Lisa
Agenda
1. Peer review of team members

Minutes
We discussed the marks to be assigned to each member of the team for peer evaluation. We came up with the
following marks and justifications.

Umar – 18 out of 20

Umar led the team well and contributed to all areas of the development. In particular, he contributed to the art work
in our game, producing some excellent character graphics and animations, all of which was delivered on time. He
was extremely easy to work with and set clear priorities for the team and kept us on track. His had excellent
communications skills in person, however his one fault was that on a couple occasions he missed a week of college
and we were unable to get in touch with him. In general, the communication strategy we implemented was effective
and Umar made use of it via our private Facebook group and skype when we weren’t together in class. When
unforeseen events occurred, Umar kept calm and helped us problem solve and find a solution. Overall Umar was a
valuable teammate who led the team well.

Lisa – 20 out of 20

Lisa was an excellent teammate who was always present at every class and at every team meeting. She completed
the team documentation on time and created fantastic sound effects for our game. She has excellent written
communication skills and helped our team achieve very high marks for our team documentation. She also sourced
suitable royalty free music for the soundtrack to our game. She was easy to work with and communicated well both
in and out of class. When Gary didn’t complete the coding for the game, she stepped in and took over and made sure
it was completed on time. She contributed to all stages of development, completed all her tasks on time and was an
effective contributor when it came to problem solving.

Gary – 12 out of 20

Gary started the project well and was enthusiastic about the project. However, his attendance and time keeping in
class let him down. He did not communicate well with the team and went missing for weeks at a time. He was lead
programmer and did contribute significantly to the code; however, he did not complete his assigned tasks on time.
He was guilty of exaggerating his coding skills at the beginning of the project and when he was struggling with it he
did not let the rest of the team know until quite late on in the project. This meant Lisa had to step in and take over
the coding. Overall, we feel Gary did contribute to the project, but he only did the bare minimum at each stage and
was a frustrating team mate to work with at times.
34 STUDENT PRESENTATIONS
(EXCERPTS)
MULTIPLE TEACHERS
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“I have kids do a lot of presentations. I use Google
I give them the game design principles in that class.
Classroom, and there’s a feature where you can have
They make rubrics in groups and then we share all
a Google Slides presentation, and all of the kids can
the groups’ work at the front of the class and people
be editors on one slide set. That’s shaved off a good
pick and choose to merge the rubric. It takes two or
45 minutes of presentations, because it is really effi-
three days to make that. But then we use it to grade
cient. I started having these really informal presenta-
four games, computer games. They have a lot of
tions, where, in the beginning of a project and midway,
freedom. It’s good because everyone agrees on the
maybe two or three times, the kids do a quick presen-
rubric, really talking about what’s important in the
tation. Like, This is what our app’s going to be on. This
beginning.”
is why we’re doing it, and every kid’s only talking for
one minute.”
 1/12/20

Blueprint the Room

By

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
1
I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade 2

The Purpose
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
Blueprintrubric,
the Room is atalking
really helping about
app that allowsimportant
what’s the user toinmaneuver
the
furniturebeginning.”
blocks within a room without using any effort at all. The app is
supposed to make decorating a room with furniture easier. It is unlike any
other app.

1
 1/12/20

My Screen
My Screen consists of:
• A Button (Background Color)
• A Canvas
• 9 Image Sprites
• A List Picker (Add Furniture)

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
3
I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade 4

My Codefour games, computer games. They have a lot of

freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”

2
 1/12/20

Code Explanation
These blocks set up the Color
Background Button.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
5 I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade 6

Code Explanation
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”

Each of these blocks, allows for when an Image Sprite is dragged it will
move with the user’s finger.

3
 1/12/20

My Algorithm Explanation
This is an algorithm. It uses
boolean conditions to determine
which of the two parts of an
algorithm is used. In my code I
used to determine which images
sprites should be to be visible
and invisible.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
9 I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade 10

My Algorithm Explanation
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric,uses
This algorithm really talking about what’s important in the
boolean
beginning.”
conditions to determine which of
three parts of an algorithm are
used.

In part 1, I use the block, compare text, to find the word “Table” in the Furniture Picker
Selection. If the word is found then the procedure to enable table is used.

In part 2, I use the block, compare text, to find the word “Couch” in the Furniture Picker
Selection. If the word is found then the procedure to enable Couch is used.

In part 3, if neither of these is chosen then the procedure to enable lamp is used.
10

5
 1/12/20

11

My Abstraction Explanation
This is a list Abstraction. This
abstractions allows me to list all
the colors I want in one button.
It simplifies the code for me. Now
the user can change the
background of the canvas to one
of 6 colors.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
11
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
12

Reflection/
rubric,Conclusion
freedom. It’s good because everyone agrees on the
really talking about what’s important in the
beginning.”
The first thing I did was program my Background Color Button. I knew how
to do this already because of other apps I have done.
After that I worked on connecting my image sprites to my list picker. That
did not work. I then, tried to approach a different problem that I had.
When my app opened, you are able to see the image sprites. I wanted to make
it so that they would be invisible when you opened the app. After countless
tries and more learning, I was able to create my app the I way I wanted it.

Overall: The two problems I had during making this app was turning sprites
invisible at certain times and connecting my image sprites to my list picker.

12

6
 1/12/20

Basketball Lights

S tu d en t A + S tu d en t B

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
1 I give them the game design principles in that class.
They make rubrics in groups and then we share all
1
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”

Nerf basketball hoop project

1
 1/12/20

Materials we Used

Our project is
composed of an Ir
sensor, Fun Keyboard,
a speaker, basketball
hoop and scratch code.
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
3 I give them the game design principles in that class.
They make rubrics in groups and then we share all
3
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade

Our journey through

four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the

this project
rubric, really
beginning.”
talking about what’s important in the

2
 1/12/20

Along with the process...

● Cooperation
● Communication
● Patience
● Failure
● Determination
● Persistence
● Growth Mindset
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
5
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the

Know- Want to Learn

beginning.”

We know that We want to

computer know how to
science is easy if do challenging
you know what projects in
you are doing. class.
6

3
 1/12/20

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
7 I give them the game design principles in that class.
They make rubrics in groups and then we share all
7
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”

4
 1/12/20

Learned
We learned to
be specific and
patient with our
coding and
building
process.
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
9
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade

Our Infographic
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
Scratch basketball code
beginning.”
https://scratch.mit.edu/projects/

10

10

5
35 KINETIC SCULPTURES RUBRIC
RENEE
“We
“I think
made
thethe
rubric
rubric
is good
as a class.
for seeing
I gave
students’
them anunder-
option to of
standing dothe
three or four columns
engineering in The
process. the rubric, and
rubric asks
I give them
them the game
to annotate the design principles
code, to in that
explain how class.
it works.
They
So make rubrics
it highlights in groups
when and then
the students weunderstand
don’t share all
groups’
the code. work
They atcopy
can the front of the Iclass
it, because startand
in apeople
model
pick and
where choose
they to merge
can copy the rubric.
code, develop code,It and
takes twothey
then or
three days
change tothe
it. So make that.
rubric Buthighlight
does then we where
use it to grade
students
four games,
don’t computer games.
really understand They
the code have
that a lotgiven,
they’re of if
freedom.
they It’s good
just reuse that because
and don’teveryone agrees
know what onWhen
it does. the
rubric, reallythe
developing talking about
rubric, what’s
ensuring important
that there’s a in the
fairness
beginning.”
in terms of being able to compare different levels of
creativity, or different outcomes f rom students, is
important to consider.”
Kinetic Sculptures Creative Expression Portfolio Project
In this project you will investigate kinetic art, in particular the artwork of Arthur Ganson and Jean Tinguely. From this investigation you will
design and create your own kinetic sculpture, based on a theme of your own choice. You will design and build the kinetic sculpture using
Arduino hardware. You will develop the hardware design and code to control the sculpture following an iterative design process.
The purpose of the project is to provide students with:
● hands-on experience with embedded computing and digital technology.
● the ability to formulate structured algorithms and program them.
● understanding of the use of sensors and interactive algorithms.
● understanding of how computing is used in a variety of fields and applications.
● experience of examining the principles of aesthetic and conceptual elements in visual art.
● be able to find strategies for a successful and engaging art expression.
● investigate examples of art and technology collaboration especially in public domain.
The documentation for this project will include
● Artist statement
● Design
● Project development showing at least three versions of the project, with an explanation of how you used an iterative design process to
improve and develop your idea
● Code, annotated to explain how it functions (to a non-technical audience)
● Evaluation
You will be graded on both the kinetic sculpture itself and the project documentation.
Advanced Proficient Developing Beginning
Artist’s Statement Artist’s Statement clearly: Artist’s statement to Artist’s statement to There is some attempt to
❏ Identifies the identifies the inspiration identifies the inspiration write an Artist’s Statement
aesthetic, for the work, and an for the work but this is not
personal, political, explanation is given but explained
or cultural lacks detail or explanation
inspiration for the is superficial
work
❏ Explains the
aesthetic,
personal, political,
or cultural
inspiration for the
work
❏ Identifies and
explains an artist
or work that that
inspired you
Design Upfront design evidence Upfront design evidence There is design evidence, There is some evidence of
clearly shows what the clearly shows either what but this was clearly design
product will look like and the product will look like or created after development
how it will function how it will function or
Designs do not show what
the product will look like or
do
Project Development Documentation identifies Documentation describes Documentation shows There is some attempt to
three distinct versions of final product and at least final product but it is not document the
the sculpture and explains one intermediate stage of clear how design was development process
how the product was development and explains developed into the final
developed using an changes made product
iterative design process
Hardware and code Code is developed Code is developed to Code is written to control There is some attempt to
independently control movement movement but outcome write code to control the
Code is commented to matching that planned in does not match design sculpture
explain how it achieves its design, but support may
intended goal to a have been needed to There are limited
non-technical audience achieve this comments explaining how
Hardware and code are Code is commented, but the code works
included to make the may not be
sculpture interactive understandable by a
non-technical audience
Evaluation Strengths, weaknesses Strengths, weaknesses Strengths or weaknesses There is some attempt to
and areas for and areas for are identified in either the evaluate product or
improvement are identified improvement are identified final product and process
in both final product and in either final product and development process
development process development process
Kinetic Sculpture When looking or When looking or A kinetic sculpture is There is some attempt to
interacting with the interacting with the created, but it is not clear create a kinetic sculpture
sculpture ​both sculpture ​either how the theme or
❏ The theme ❏ The theme inspiration are reflected in
identified in the identified in the the final product
Artist’s Statement Artist’s Statement
is clear is clear
❏ The inspiration for ❏ The inspiration for
the artwork can be the artwork can be
discerned discerned
36 PEER FEEDBACK
ERIN
“We made
“After the the
school
rubric
year
as a
ended,
class. IIgave
wentthem
backanto this
option to do
particular three and
project or four columns
I said, What in the the
were rubric, and
biggest
I give them The
problems? the game design
biggest principles
problem in that class.
was timeliness in
They make
getting rubrics
them in groups
feedback, and itand
wasthen
the we
factshare
that Iall
was
the groups’ workI can’t
bottleneck. at thebe
front of the class
a bottleneck and
for people
anything;
pick have
kids and choose
to knowtowhere
merge theare
they rubric. It takes
as soon twocan.
as they or
Ithree
havedays
themtopeer
make that. the
assess But videos
then we use
and it toaround
walk grade
four games,
while computer
they do games.
it. Because they They
needhave
very a lot offeed-
quick
freedom. It’s good because everyone agrees on the
back.”
rubric, really talking about what’s important in the
beginning.”
How To: Give App Feedback
My Name:

Feedback For:

Project Title:

PARTS OF THE PROJECT THAT MIGHT BE HELPFUL TO THINK ABOUT:

➢ Clarity: Did you understand what the project is supposed to do?
➢ Features: What features does the project have? Does the project work as expected?
➢ Appeal: How engaging is the project? Is it interactive, original, sophisticated, funny, or
interesting? How did you feel as you interacted with it?

RED, YELLOW, GREEN:

Add a detailed comment for each row after thoroughly thinking about the app and using it.
The goal of the exercise is to help improve each other’s apps and so provide constructive
criticism in a manner that recognizes the developer’s efforts.

[RED] What is something

that doesn’t work or could
be improved?

[YELLOW] What is
something that is
confusing or could be done
differently?

[GREEN] What is
something that works
well or you really like
about the project?

Adapted from the Scratch Curriculum Guide, http://scratched.gse.harvard.edu/guide/files/CreativeComputing20141015.pdf

37 VIRTUAL REALITY RUBRICS
DUSTIN
“We made
“The most controversial
the rubric as a
part
class.
of the
I gave
rubric
themis an
the peer
option to do three
assessment. or four columns
Ten percent in the
of the grade rubric,
was given and
by
I give team
each themmember
the gametodesign principles
each other, in that
so they hadclass.
to sit
They
as themake
teamrubrics
at the in groups
end of theand then we
project. Andshare
theyall
had
thetalk
to groups’ work
it out. at the the
Although front of the
rubric isclass
quiteand people
simplistic,
pick and
there’s a choose to merge the
lot of explanation rubric.these
of what It takes two are
things or
three
and daystype
what to make that.I’llBut
of things then weat.
be looking use it to grade
There’s a part
four
on games,
the computer
first page wheregames.
I go intoThey have
all the a lot ofkinds
different
freedom.
of It’sbe
things I’ll good because
looking everyone
for. I do agrees
give them a loton
of the
writ-
rubric,
ten really talking
feedback. about what’s
It’s constructive important
feedback, and Iin the
explain
beginning.”
to them why. But I am also open to their feedback.
I’m definitely not perfect, and if they had a good point
about something, like if I gave them a low mark in orig-
inality of code and they could show me that it actually
was original when I thought it wasn’t, then I would be
willing to listen to that.”
 Virtual Reality Pain Distraction Reward

Application Rubric

Create a Virtual Reality App for Windows Mixed Reality headsets for children going through cancer treatments. The
experience must help distract or reward children while going through the 3 key stages of treatment: preparation,
processing and reward.

Your team must implement your VR app using an appropriate game engine such as Unity or Unreal and a modern
programming language, such as (C#, Java or C++). Your team must also create and source the required media assets
for the app.

Implementation
Several factors will be considered in the grade given for the implementation of the working computer game, these
are:

• completed functionality including in game instructions / directions and / or tutorial mode

• adherence to the stated requirements (will the app be effective at either distraction or reward?)
• originality of concept
• complexity and depth of application / experience
o appropriate challenge/difficulty
o replay-ability - does the app keep them coming back for me. Will they want to experience it over and
over or will once be enough?
• visual impact
o design and layout of world
o use of sourced media (3D models, 3D animation, 2D images, sound effects, music etc)
o use of original media (3D models, 3D animation, 2D images, sound effects, music etc)
• originality of code (A reasonable amount of original code or code that has been modified significantly)
• ease of use – is it intuitive to use or will the kids face a significant learning curve to play your game?
• properly commented code

Evaluation
In this stage, you will produce an individual evaluation report about your own performance, the quality of the final
product and how effectively you have worked as a team. This can be a written report with a minimum 700-word
count or a video report with a minimum 5-minute length. Your evaluation must include:

• Summary of the project

• Extent to which the solution met the original requirements and your teams’ expectations
• Strengths and weaknesses of the solution
• Effectiveness of the development process (including how effectively the team worked together)
• Self-evaluation of your contribution to the team

The remaining part of your grade will be allocated by your peers (team members). Your teacher will oversee and
guide the process to ensure that it is fair; however, team members will allocate the grades. The peer evaluation must
be considered in relation to each student’s work and contribution to the team. Reasons for the allocation of the peer
grades should be recorded. An acceptable method would be by recording this in minutes for the meeting where the
decisions on this are made. This must include justifications for the grades given.
Rubric Checklist Student Name _________________________________
Final Due Date 3/15/2019 Submission Date
Implementation – Group grade
Completed functionality /10
Adherence to stated requirements /10
Originality of concept /10
Complexity and depth of application /25
Visual Impact /20
Originality of code /10
Ease of Use /10
Commented code /5
Game Total /100
Evaluation – Individual grade
Self-evaluation /10
Individual contribution to project (given by teacher) /10
Peer evaluation of individual contribution to the project (assigned by peers) /20
Evaluation Total /40
Overall Total /140

Peer evaluation guidelines

Letter Grade Grade out of 20
A 18-20
B 16-17
C 14-15
D 12-13

When coming up with the peer grades, several factors should be taken into consideration, they include:
• Time keeping and attendance in class and at team meetings.
• Work ethic – Did the team mate work hard consistently throughout the project?
• Role – Did they perform their assigned role well? Did they carry out all tasks assigned to the best of their
ability?
• Communication and collaboration skills – Did the team mate contribute to the decision-making process and
communicate effectively with the rest of the team? If the team mate was the team leader, did they
demonstrate strong leadership skills? Was the team mate easy to work with and did they contribute to a
positive ethos within the team? Did they collaborate effectively on the project and keep the rest of the team
informed about what they were doing?
• Problem-solving skills – Did the team mate cope well with problems and demonstrate strong problem-
solving skills?
• Overall contribution – Was the team mate an effective member of the team who made a significant
contribution to the overall success of the project?

These factors can also be used as a guide when self-evaluating your own performance in the evaluation report.
38 COURSE FEEDBACK
NATHAN
“Wethe
“At made
start
the
of rubric
the year,
as Iaask
class.
myI special
gave them
ed kids,
an How
option
do you to
learn
do best?
three Do
or four
you columns
like the essays?
in the rubric,
Do youand
like
I give them
multiple the game
choice? design
Do you principles
have any skills orintalents
that class.
that
IThey
don’tmake
knowrubrics
about?inI always
groups try
andtothen
startwe
myshare
class all
with
the groups’
that work And
information. at the
at front of the
the end class
of the and
year, people
I want to
pick and
know choose
what to merge
I did right the rubric.
and what It takes two or
I did wrong.”
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
Computer Science Student Name: K
Everett HS

Closing Assignment - Course Feedback

The purpose of this work is to have you reflect on the lessons of the year. Please do your best to answer the
questions fully and truthfully.

1: What was your favorite activity this year?

My favorite activity this year in Computer Science was when we started working with python and actually started coding,
it was cool to see how what we made was the reason for us getting an answer. For example when we did a math problem it
would solve it for us and it was because of what we did.

2: What types of lessons do you think work best?

In my opinion the lessons that work best are the ones where you show us how to do it so we end up having some
knowledge of what’s going to come.

3: Consider the most challenging assignments that you had. What would you do differently to master the
problems you were experiencing?

I would just have paid more attention to what we had to do so I could’ve done it better.

4: Were there any lessons in particular that you did not like? What could I have done differently to make them
more approachable?

Although i found most lessons difficult i liked them all but if there was one to choose from it would be when we started
working with studio code because they weren’t what i really expected.

5: Are there any topics that you wished we had covered in more detail? What types of things do you wished we
studied?

A lot of the things that we did cover and were things i liked therefore there really aren’t any things that i wish we had
covered more.

6: What are some of the most surprising things that you learned this year?

I already knew that computers really are the reason that things run , but i found out even more reasons and how they make
our lives so easy nowadays.

7: If someone asked you about this class, what would you tell them?

I would tell them that if they enjoy working and learning about computers than they should take it , 5 star class.

8: Finish this sentence….Computer science is the study of…… computers

9: Please add anything else you think I should know.

Great class and i liked it a lot.

39 FAVICON SELF-REFLECTION
AND RUBRIC
LACEY
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“There are short questions at the end to get them
I give them the game design principles in that class.
reflecting on the ideas of the process. What was hard,
They make rubrics in groups and then we share all
what went well, and what would they do differently if
the groups’ work at the front of the class and people
they were to do it again? I think a big part of computer
pick and choose to merge the rubric. It takes two or
science is not just coming up with this finite answer,
three days to make that. But then we use it to grade
so we start off the year right away with a pretty simple
four games, computer games. They have a lot of
activity, and yet it’s stressing the partner work, the
freedom. It’s good because everyone agrees on the
iterative process, and the challenges. Reflection and
rubric, really talking about what’s important in the
discussion don’t get us from point A to point B quickly,
beginning.”
but I feel like it meets their learning needs.”
Name___________________________________________ Date _________________

Favicon Self Reflection and Rubric

 
Rubric: ​Evaluate the success in creating a ​favicon​ according the following criteria.

Criteria Yes No Comments

Favicon is 16 by 16 pixels

Favicon is encoded in RGB color using at

least 12-bits-per-pixel

Favicon is an image, and not merely a pattern

Reflection Questions

1. What went well for you when creating this favicon? What was challenging?

2. What are the potential benefits of using a greater number of bits in designing your favicon? What
are the potential drawbacks?

3. Your classmate claims, “Switching my favicon from binary mode to hexadecimal mode is be an
example of compression”. Do you agree with classmate? Justify your response.

4. Explain what your personal favicon is a representation of and why you chose to create this
particular image.

1
40 3RD QUARTER SURVEY
ASHLEY
“We
“I look
made
at their
the goals.
rubricSo,
as a
someone
class. I gave
said them
their goal
an is to
option
learn how
to do
to three
make or
a web
fourpage,
columns
and in
they’re
the rubric,
able to
and
do
I giveeven
that, themifthe
it isgame design
not the principles
world’s in that class.
most attractive web
They make
page. rubrics
They’ve in groups
learned how toand then we share
do something, all
they’ve
the groups’
learned howwork at thesomething
to create front of the class
that andcouldn’t
they people
pick and
create choose
before. to merge
I think the to
it’s good rubric. It takes
see that two got
they’ve or
three days
these goalstoand
make that.
then But where
to see then we
douse it to
they getgrade
with
four games,
them. computer
Do they actuallygames. They have
reach those? a lotcreativ-
For me, of
freedom.
ity It’s good
does come downbecause everyone
to effort. That’s a agrees on the
big thing. How
rubric,
are youreally
going talking abouteffort?
to quantify what’sHow
important in going
are you the
beginning.”
to quantify it, but also make it tangible and specific
for kids? I really focus on effort in assessing creativity.”
End of 3rd Quarter Survey 2018-19
Name: *
_______________________________
What is the most important or useful thing you learned during the 3rd quarter? *

_______________________________

What have you LIKED working on this quarter? *

ˆ Harvest of the Month and other graphics
ˆ Media queries
ˆ Flexbox
ˆ CSS grid
ˆ Your personal webpage project
ˆ Other: _____________________

Why did you LIKE those things? *

_______________________________

What have you NOT LIKED working on this quarter? *

ˆ Harvest of the Month and other graphics
ˆ Media queries
ˆ Flexbox
ˆ CSS grid
ˆ Your personal webpage project
ˆ Other: _____________________

Why did you NOT LIKE those things? *

_______________________________

At the beginning of the year you set goals for yourself for this class. Do you think
you’re making progress toward your goals? *
Why or why not? Please briefly explain.

_______________________________

Is there anything you think we should have spent more time on this quarter? *
If yes, please explain what. If no, just say no.

_______________________________
Is there anything that we’ve learned this quarter that is still confusing to you? *
If yes, please explain what. If no, just say no.

_______________________________
What else do you still need to learn and/or what are you looking forward to learning? *

_______________________________

What are your goals for the LAST quarter of the school year in this class? How do you
plan to reach those goals? How can I help you with your goals? *

_______________________________

Please rate your effort for third quarter. *

€ High
€ Medium
€ Low

Please check off what you think you need to work on: *
ˆ Effort
ˆ Arriving to class on time
ˆ Listening and paying attention more
ˆ Minimizing distractions such as your cellphone
ˆ Trying to complete the class goals of the day
ˆ Engaging in class more (raising hand, asking questions, helping others)
ˆ Completing assignments
ˆ Other: ______________________

I AGREE that my teacher is... *

ˆ As helpful as possible
ˆ Patient
ˆ Well-prepared
ˆ Consistent with taking the time to explain things well
ˆ Other: ______________________

I think my teacher NEEDS TO WORK ON... *

ˆ Being more helpful
ˆ Being more patient
ˆ Being better prepared
ˆ Explaining things better
ˆ Other: ______________________

SUBMIT
41 PROJECT REFLECTION
ANDREA
“Wethis
“In made
project,
the rubric
the students
as a class.
created
I gave
a game
them intended
an
option
for to do
others tothree
play. or four the
I had columns in the
students rubric, and
describe the
I give them
purpose thegame
of the gameand
design
thenprinciples
what thein that class.
step-by-step
They make
process rubrics
was in groupsthe
in developing andgame,
then we
or share all
what they
the groups’
had to do inwork
theirat the front
code, of the
in order for class
themand people
to be able
pick
to and choose
visualize to merge
and create therepresentation
a solid rubric. It takes of
two or
what
threegame
their days to makelook
would that.like.
ButStudents
then we also
use itsubmitted
to grade
four
a games, computer
screenshot of what itgames.
would They haveinathe
look like lot of
actual
freedom. It’s
computer good because
platform. The goaleveryone agrees
is for them to beon theto
able
rubric, really
explain talking about
and represent theirwhat’s important
work. It helps meinunder-
the
beginning.”
stand students’ creative thinking because the student
was able to show me what they had envisioned begin-
ning with, in terms of creating a game.”
Sample Student Project #2
My program is intended to be a game, where the player is supposed to get the bat to
disappear by shooting watermelons at it. The player must also try and not hit the butterfly
because it’s the good guy and hitting it will mean the end of the game. The first sprite, which is
the bat, uses control blocks to start the game and has a script that changes the ghost effect of
the bat if the watermelon touches it. It also has a motion blocks to make the bat go to random
spots across the screen. The second sprite, which is the butterfly, has the same script as the
bat except the ghost effect change is higher. The third sprite just follows where the mouse is
pointed. The fourth sprite is set to start on top of the wand and when the mouse is clicked the
watermelon will go to the clicked point.

“We made the rubric as a class. I gave them an

option to do three or four columns in the rubric, and
I give them the game design principles in that class.
An incremental process that occurs in this program is the size change of the bat sprite and the
They make rubrics in groups and then we share all
butterfly sprite. The bat’s size will decrease every time it is hit with the watermelon. The
the groups’ work at the front of the class and people
butterfly’s size however will increase every time it is hit. Now an iterative process of this
pick and choose to merge the rubric. It takes two or
program is the ghost effect of the bat and butterfly sprite. A ghost effect will be added to the
sprites making it harder to see days
three themtobut make that.
if the batBut then
is hit we use
enough it to and
times grade
completely
disappears the game is over. A problem
four games, i had was
computer when
games. thehave
They watermelon
a lot of touched the sprite
the sprite didn’t have a ghost affectIt’schange.
freedom. I fixed this
good because by adding
everyone agrees a pause
on the time to when the
watermelon touched the rubric,
sprite, really
this way the sprite
talking about had
what’sa moment
important to in
sense
the the watermelon
instead of the watermelon returning to the wand immediately. The program described was an
beginning.”
independent development.
 “We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
pick and choose to merge the rubric. It takes two or
three days to make that. But then we use it to grade
One mathematical concept used was where the sprite will appear at random spots on the
screen. The algorithm picks agames,
four random computer
number games.
for the xThey
andhave a lot of
y coordinates that will allow the
freedom. It’s good because everyone agrees on the
sprite to appear on the screen. A logical concept used was when both sprites are hit with the
watermelon the sprite touching the watermelon
rubric, really talking aboutwillwhat’s
have aimportant
ghost affect change. The algorithm
in the
created from these concepts both
beginning.”work for the first and second sprite. It will make them
appear at random spots constantly and it will make the game harder.
 “We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
I give them the game design principles in that class.
They make rubrics in groups and then we share all
the groups’ work at the front of the class and people
My abstraction is the point system for the program, and it also ends the game. This
pick and choose to merge the rubric. It takes two or
abstraction shows the player how well they did in the game. A higher score means they did
three days to make that. But then we use it to grade
well and a lower score means they did poorly. The abstraction also stops the game when the
four
player gets to a certain point. games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
42 FINAL PROJECT
CRYSTAL
“We made
“Our culture
the
has
rubric
defined
as a our
class.
success
I gaveby
them
a score,
an and
Ioption
don’t think
to do three
that defines
or four who
columns
we are.
in the
I mean,
rubric,
I try
andto
I give
tell them the
students all game design
the time, principles
Some in that
of the most class.
creative
They make
people rubrics
were in best
not the groups and then
students we share
in certain all
areas.
the groups’
You cannotwork at the
define whofront
you of
arethe class
and and people
where you’re
pick and
going by choose to merge the rubric. It takes two or
your scores.”
three days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 FINAL PROJECT

CREATE AN ORIGINAL SCRATCH GAME:

You will create an original Scratch game.
**No Remix**

CRITERIA:
Game must have:
Characters - Players use an on-screen character to enter the game world. It could be an animal, a princess, a race car, or even just
a simple bubble. To create a sense of danger or competition, such games usually also have enemy characters that the player has
to defeat or escape from.

Objects - Games include objects, from stars and coins that boost health or scores to keys that unlock doors. Not all objects are
good, some get in the player’s way, sap their health, or steal their treasures. Objects can also work together to create puzzles for
the player to solve.

Mechanics - These are the “verbs” in a game: actions such as running, jumping, spinning, flying, capturing objects, casting spells,
and using weapons. The mechanics are the core of the game, and well-designed mechanics make a good game.

Rules - The rules of a game tell you what you’re allowed and not allowed to do. For example, can you walk through walls or do
they block your path? Can you stop and think or do you have to beat the clock?

World - Think about the world in which a game is played. Does the player view the game from above, from the side or from
within? Does the game world have walls or boundaries that limit the player’s movement or is it open like the outdoors?

Goals - Every game challenges the player to achieve some kind of goal, whether it’s winning a race, conquering an enemy, beating
a high score or simply surviving for as long as you can. Most games have lots of small goals, such as unlocking doors to new levels
or winning new skills

Difficulty level - A game is not fun it it’s too easy or too hard. Many games make the challenges easy at the start, while the player
is learning and more difficult later as the player’s skills improve. Getting the difficulty level just right is the key to making a great
game.

Code Stuctures: The flow of the program and structure of the code must have properly demonstrated the effective use of a
variable for keeping score, a loop for repetitive code. Additionally, nested loops to ensure animations or drawings are properly
demonstrated. Lastly, what would a game be without some kind of decision to be made.

GAME IDEA GENERATOR:

Types of Game Types of Worlds Types of Goals

Maze Forest Patrolling enemies

Jumping Space High Score

Quiz Underwater Collecting Objects

Vehicle simulator City Life counter

Virtual pet Castle Time limit

Interactive story Beach Multiplayer

SCRATCH GAME RUBRIC:

Percentage: 0-50% 50-75% 75-99% 100%

Points 0-4 points 5-6 points 8-9 points 10 points

Total= 50 points

Characters Game has 1 - 2 sprites Game has 2-3 sprites Game has enough Game has enough
that don’t do very that make the game sprites to make game sprites, very
10 points much for the flow or entertaining but don’t entertaining, but some entertaining,
theme. interact or have errors. don’t interact. interact and play a
role

Objects Objects are present Game has objects that Game has objects that Game has objects
but not used and/ or are not necessary to engage with the sprites that engage with
10 points errors in code when game and have errors. but have an error. NO errors noted
run.

Mechanics Sprites and objects are Sprites and objects Sprites and objects are Sprites and objects
inactive have some movement very interactive with are very interactive
10 points and have errors in little to no errors. with NO errors
code

World No backgrounds Backgrounds are not Very interesting world Very interesting
relevant to game with a certain view but world with relevant
10 points backgrounds lacking. backgrounds.

Difficulty Level Simplistic game. No Mildly entertaining, Challenging and Very challenging
Score, Lives, etc., kept not very difficult. entertaining game but and Entertaining,
10 points levels are lacking flow. Score, Lives, etc.

0-19 points 20-29 points 30-39 points 40 points

Structures of Game has minimal Game has a few Game has required Game has all
Code: Variables, required Code structures of code that structures-Variable, required structures
Loops, Nested structures and/or are not used correctly Loops, Nested loops, and no errors
Loops, If/Else,etc. program does not run are run with 2-3 errors and IF/Else statements noted.
due to errors. noted. with little to no errors.
40 points

0 - 9 points 10 points

Project completed Projects more than a day late will be deducted 10 points. Projects more Project completed
and turned in on than 2 days late will not be accepted. and submitted on
time. time.
10 points
43 DEMONSTRATION CHECKLIST
DUSTIN
“We made theshould
“Assessment rubric as
become
a class. part
I gave
ofthem
the learning
an
option tonot
process, do three
just aor
way
fourtocolumns
give students
in the rubric,
a gradeand
at
I give
the them
end theyear.
of the game design
It is principles
difficult in that class.
to do, especially with
They
a makesubject,
creative rubrics in groups
like and then
computer we share
science, all
especially
the
if groups’ are
students work at the front
creating of the class
something like aand people
game or a
pick and
virtual choose
reality to merge the rubric.
simulation—how do youIt takes
gradetwo or
that?
three days todoes
Assessment make that. But
become thenand
holistic we use it to grade
subjective, and
four games,
those computer
are some of thegames. They haveHow
big difficulties. a lotdo
of you
freedom.
make It’s good because
it consistent? everyone
At some agrees
point, you do on theto
have
rubric,
have reallykind
some talking aboutorwhat’s
of rubric important
checklist, in the
because there
beginning.”
are some things that you need to include.”
Demonstration Checklist Student Name _________________________________
Date
Task Completed
Teach a friend in class how to build your VR app /20
1. Build part of a 3D environment, which MUST include placement of at least 5 3D objects.
The 5 objects can include 3D models and/or Unity 3D objects such as cubes or spheres.
If you are adding Unity 3D objects then you should apply materials to them.
2. Add in at least 3 interactable objects (should be in addition to the objects from step 1).
At least one of these objects MUST be able to be picked up or touched.
3. Add code so that the interactable objects do something when a collision occurs,
probably between 2 of the objects. At least two separate things must happen,
depending on the objects that interact with each other.
4. Add at least one sound effect to occur at an appropriate point in your simulation
5. Enable UI text to display something related to interaction in the scene.
6. One advanced coding task of your choosing, such as Spawning objects, Timer(s),
automatically moving objects, etc. You must agree this with your teacher beforehand.
Be taught how to build a VR app by a friend /10

Teach a parent or care giver how to build your VR app /50

1. Build part of a 3D environment, which MUST include placement of at least 5 3D objects.
The 5 objects can include 3D models and/or Unity 3D objects such as cubes or spheres.
If you are adding Unity 3D objects then you should apply materials to them. (10 marks)
2. Add in at least 3 interactable objects (should be in addition to the objects from step 1).
At least one of these objects MUST be able to be picked up or touched. (10 marks)
3. Add code so that the interactable objects do something when a collision occurs,
probably between 2 of the objects. At least two separate things must happen,
depending on the objects that interact with each other. (10 marks)
4. Add at least one sound effect to occur at an appropriate point in your simulation (5
marks)
5. Enable UI text to display something related to interaction in the scene. (5 marks)
6. One advanced coding task of your choosing, such as Spawning objects, Timer(s),
automatically moving objects, etc. You must agree this with your teacher beforehand.
(10 marks)
Record yourself teaching parent or care giver /20
Deduction for using help sheet (30 seconds or less 5 mark deduction, up to 3mins 10 marks off) /-10
Total /100
44 PROJECT TEMPLATE
ERIN
“We made
“For any project
the rubric
that as
takes
a class.
placeI gave
over them
multiple
an days,
option
it’s veryto do three that
important or four columns
I do instudents
not leave the rubric,
forand
too
I givebefore
long them the game base,
we touch design principles
just in that
to see where class.
they are
Theyifmake
and rubrics in groups
they understand and then
what they’re we share
doing. That’s all
why
the having
I’m groups’them
workself-assess
at the front of the class
because and
I think it’speople
really
pick
an and choose
important skillto
tomerge the rubric.
teach them. I needItto
takes
maketwo or
them
three days toinmake
participants that. But then we use it to grade
the process.”
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 TEMPLATE 2– Project Template
A) Describe your project
1 Paragraph Minimum

B) Reflect on your project. What problems did you have? What changes did you make?
1 Paragraph minimum.
Take a Snip of all of your application code.
• If you need to do it in multiple snips that’s okay.
• This page will be submitted as a separate PDF with your create portfolio.
Capture and paste your entire program code in this section.
• Mark with an oval the segment of program code that implements the algorithm you
created for your program that integrates other algorithms and integrates mathematical and
/or logical concepts. (YOU NEED 2 OVALS)
• Mark with a rectangle the segment of program code that represents an abstraction you
developed. (YOU NEED 1 RECTANGLE)
• Include comments or citations for program code that has been written by someone else.
Section 2C – Algorithms
Capture and paste the program code segment that implements an algorithm (marked with an oval in
section 3 below) that is fundamental for your program to achieve its intended purpose. Your code
segment must include an algorithm that integrates other algorithms and integrates mathematical and/or
logical concepts. Describe how each algorithm within your selected algorithm functions
independently, as well as in combination with others, to form a new algorithm that helps to achieve
the intended purpose of the program. (Approximately 200 words)
THESE ARE ALGORITHMS
1) Mathematical concepts include mathematical expressions using arithmetic operators and
mathematical functions. (EK 5.5.1.D)
2) Logical concepts include Boolean algebra and compound expressions. (EK 5.5.1E and 5.5.1F)
3) Iteration is the repetition of part of an algorithm until a condition is met or for a specified number
of times. (EK 4.1.1D)
4) Selection uses a Boolean condition to determine which of two parts of an algorithm is used. (EK
4.1.1C)
5) Iteration is the repetition of part of an algorithm until a condition is met or for a specified number
of times. (EK 4.1.1D)
6) Selection uses a Boolean condition to determine which of two parts of an algorithm is used. (EK
4.1.1C)

Paste your block(s) that contain your algorithm. What type of abstraction is this?
Why is it a good example of this algorithm type?
Section 2D – Abstractions
Capture and paste the program code segment that contains an abstraction you developed (marked with
a rectangle in section 3 below). Your abstraction should integrate mathematical and logical concepts.
Explain how your abstraction helped manage the complexity of your program.
(Approximately 200 words)
THESE ARE ABSTRACTIONS – Highlight 1
1) Procedures
2) Parameters, Variables
3) Lists
4) Application program interfaces (APIs)
5) Lists and other collections can be treated as abstract data types (ADTs) in developing
programs. (EK 5.5.1I)

Paste your block(s) that contain your What type of abstraction is this?
abstraction. Why is it a good example of this abstraction type?
45 MOD CRITIQUE
KYLIE
“We made
“The designer
the rubric
explains
as what
a class.
theI gave
modifications
them an are,
option
and theto do three
tester or four
answers columns
questions in the
about rubric, and
improvements
I give
to thethem
game,the
andgame
theydesign
have a principles in that
conversation class.
about the
They make
creative rubricsthat
decisions in groups and then
were made. Thiswe
is share
a nice all
way
theincorporate
to groups’ work at the
peer front of
feedback the class
about and people
creativity. What
picktrying
I’m and choose
to get to
themerge the to
students rubric.
do isIttotakes
thinktwo or
about
three days
creative to make
addition that.
and theBut then
user’s we use it to
experience. grade
Bringing
four games,
another computer
person into thegames. They have
conversation helpsathem
lot ofpush
freedom.
their It’s good
thinking alongbecause
because everyone agrees
they’re testing on ideas
their the
rubric,
out really
on an talking
actual user.about what’s
It’s great important
to get feedbackinfrom
the a
beginning.”
peer and to watch someone play your game, because
that can be hard if you’re a little defensive, but it’s also
very illuminating. I’ve seen really good, trusting part-
nerships where they’re willing to be vulnerable on both
sides of receiving and giving feedback.”
Mod Critique

Player's Name: _________________________________

Game Designer's Name: _________________________________

Game Name: _________________________________________

1. Describe the game play and function of the original game to your player. Ask the player to test
the original game and make sure he/she is facile with the game before moving on.

2. Explain the modification you intended to make in the game. Have the player test this feature
specifically.

3. Questions for player:

○ How does this new feature improve game play?

○ Does the feature do anything to detract from the original game play?

○ Would the player suggest any extensions/additional features to this mod? Were any bugs
found in the play testing process?
46 DESIGN RUBRIC
CHARLES
“We made
“This reallythe
isn’trubric
a rubric,
as ait’s
class.
more
I gave
of athem
checklist.
an But
option
if to do
the kid three or four
is learning and columns in the rubric,
they’re enjoying and
themself
I givethe
and them the gameisdesign
assessment principles
successful, in that class.
then they’re inter-
They make
nalizing andrubrics in groups
learning how to and then
code. we share
They’re usingall
the
the groups’
computer aswork at the Ifront
a material. thinkof the class
that’s reallyand people
important.
pick and
They givechoose to merge
the rubric to me,the rubric.
I grade It takes
it, and givetwo or
it back
three
to days
them. to makewith
Especially that.that
Butproject,
then weif use
theyitdidn’t
to grade
like
four games,
their grade, computer games.
they would Theyit,
just redo have
andathen
lot oftheir
freedom.
grade It’s good
would because
go up. It’s justeveryone agrees on
a quick checklist tothe
say,
rubric,am
What really talking
I doing about
right? what’s
What am important in the
I doing wrong?”
beginning.”
 Design
UNSATISFACTORY COMPETENT PROFICIENT DISTINGUISHED
Rubric
(5 points) (10 points) (15 points) (20 points)

Technique
& Concepts Work lacks under- Work shows some un- Work reflects under- Work shows a mastery
standing of concepts, derstanding of con- standing of concepts of skills and reflects a
materials, and skills. cepts, materials and and materials, as well deep understanding of
skills. as use of skills dis- concepts and materi-
cussed in class. als.

Habits of Mind Student passively at- Developing exploration Student explores mul- Consistently displays
tempts to fulfill assign- of possible solutions tiple solutions and in- willingness to try multi-
ment without much and innovative thinking. novative thinking devel- ple solutions and ask
thought or exploration Student has more than ops and expands dur- thought provoking
of possibilities. Student one idea but does not ing project. questions, leading to
refuses to explore pursue. deeper, more distinc-
more than one idea. tive results. Student
fully explores multiple
ideas and iterations

Reflection Student shows little Student demonstrates Student shows self- Work reflects a deep
& awareness of their pro- some self-awareness. awareness. Work understanding of the
Understanding cess. The work does Work shows some un- demonstrates under- complexities of the
not demonstrate under- derstanding of content, standing of content and content. Every decision
standing of content. but student cannot jus- most decisions are is purposeful and
tify all of their deci- conscious and justified. thoughtful.
sions.

Craftsmanship Work is messy and Work is somewhat Work is neat and Work is impeccable
craftsmanship detracts messy and craftsman- craftsmanship is solid. and shows extreme
from overall presenta- ship detracts some- care and thoughtful-
tion. what from overall ness in its craftsman-
presentation. ship.

Work is not completed Work complete but it Completed work in an Completed work with
Effort in a satisfactory man- lacks finishing touches above average man- excellence and ex-
ner. Student shows or can be improved ner, yet more could ceeded teacher expec-
minimal effort. Student with a little effort. Stu- have been done. Stu- tations. Student exhib-
does not use class time dent does just enough dent needs to go one ited exemplary commit-
effectively. to meet requirements. step further to achieve ment to the project.
excellence.

Name_____________________________ Score:________________
47 GROUP PLANNING GUIDE
RHONDA
“We made theare
“Assessments rubric
a celebration
as a class. of
I gave
learning.
themThey’re
an a
option
time toto
show
do three
off all
orthat
fouryou’ve
columns
learned
in thefor
rubric,
yourself,
and
I give
for your
them
teacher,
the game
and for
design
your peers.
principles
It’s ain
good
thatthing.
class.I
They make
want students
rubrics
to doinasgroups
well asand
theythen
can.we
Anytime
share all
they
the groups’
don’t do as well
workas
atthey
the front
can, Iof
give
thethem
class aand
chance
people
to
pick and
retake, retest,
chooseor find
to merge
otherthe
ways
rubric.
to prove
It takes
to me
two
what
or
threeknow.”
they days to make that. But then we use it to grade
four games, computer games. They have a lot of
freedom. It’s good because everyone agrees on the
rubric, really talking about what’s important in the
beginning.”
 Group Planning Guide
Choosing a topic: ​Before you begin make sure you’ve reviewed the submission guidelines and rubric. Then pick
a scene that has the following features:
● Have several components that allow it to be broken into logical chunks (functions)
● Have repeated elements that will allow you to use loops and random values
● Use a function with a parameter (same figure but different size / color / dimensions, etc.)

Scene Description ​What is the topic? What are the Scene Sketch ​Make a quick sketch of the scene.
Write notes to clarify points. Use the back of this sheet
different pieces of the scene?
if you need.

Identify Top-Level Functions and Assign to Group Members

Use Top Down Design to identify the major components of your scene. Give each component a top-level function.
In the Under the Sea project these were ​drawAllFish()​, ​drawAllSeagrass()​, ​drawAllBubbles()​, etc.
Then assign each function to a member of the team to program individually. They may need to further divide their
component into smaller functions later.

Scene Component Function Name Group Member

(use back side of page if you need more)

Source: code.org 4
48 GRADES EXPLAINED
ASHLEY
“We
“I tellmade
my students
the rubric
at as
thea class.
beginning
I gaveofthem
the year
an that
Ioption to do three
keep grades or four as
as invisible columns in the
possible. rubric,
I want them and
to
I give
be them on
focused thewhy
game design
they’re principles
taking in that
the class andclass.
what
They make
they’re rubrics
going to getinout
groups
of it,and then we
because my share allan
class is
the groups’
elective. worknot
You’re at the front
going toofget
theaclass
gradeand
onpeople
every
pick and
little choose
thing to merge
that you the rubric.
do. We’re going It
totakes
try totwo or
make
threeyou’re
sure days to makethe
hitting that. Butthat
goals thenyou
we set
usefor
it to grade
yourself.
four games, computer
Assessment, for me, is games. They have
about having thema do
lot aoflot of
freedom. It’s
reflection good they’ve
on what because everyone
learned. agrees
I show on the
to students
rubric,
this really
grade talking
grid. about
I have what’s
personal important in
conferences the
around
beginning.”
grade time and say, This is how your grade broke
down.”
 Grades Explained

{css}
60% <html> 40%
{js}

Effort & Progress Work & Participation

Try Hard, Make Progress

60% of your grade is your EFFORT and the progress you make
toward the goals you set for yourself.

Coding
Class Work and Participation Programming
Games
20% of your grade is completing your Teach
work and 20% is class participation,
which includes speaking in class, Post- Apps
it reflections, and tweeting
@ClassTwitterAccount Design
LEARN
 Grade Grid

Effort 60% (60 points) Your Points Class Work 20% (20 points) Your Points

Your effort rating Student page on class website

(from 1st quarter survey) 1-4 pts
9-11 pts high
6-8 pts medium
1-5 pts low
Listening when teacher or others Harvest of the Month graphic
are talking design challenge
6-7 pts usually/always 1-4 pts
4-5 pts sometimes
1-2 pts seldom/never
Following instructions from HTML Championships
teacher and/or on class website 1-4 pts
6-7 pts usually/always “We made the rubric as a class. I gave them an
4-5 pts sometimes
1-2 pts seldom/never option to do three or four columns in the rubric, and
I give them the game design
Focusing on task at hand and principles
Pixlr image in that class.
challenges
minimizing distractions (your 1-4 pts
They make rubrics in groups and then we share all
phone, non-class related websites)
6-7 pts usually/always the groups’ work at the front of the class and people
4-5 pts sometimes
1-2 pts seldom/never pick and choose to merge the rubric. It takes two or
three days to make that.CSS
Asking questions when confused But then we use it to grade
Quote
6-7 pts usually/always 1-4 pts
4-5 pts sometimes
four games, computer games. They have a lot of
1-2 pts seldom/never freedom. It’s good because everyone agrees on the
Engaging in class (raise hand, helpreally talking about what’s important in the
rubric,
others, ask others for help)
6-7 pts usually/always beginning.” Goal Progress 20% (20 points)
4-5 pts sometimes
1-2 pts seldom/never
Attempting to complete goals of Your goal self-assessment
class for the day (end of 1st quarter survey)
6-7 pts usually/always 1-3 pts little progress
4-5 pts sometimes 4-7 pts some progress
1-2 pts seldom/never 8-10 pts good progress
Trying hard and enjoying learning My assessment of your goal
something new! progress
6-7 pts usually/always 1-3 pts little progress
4-5 pts sometimes 4-7 pts some progress
1-2 pts seldom/never 8-10 pts good progress

Extra credit (1-5 pts max)

Points total and grade
49 GAME DESIGN RUBRIC
KENDRA
“We made the
the rubric
rubric as
as aaclass.
class.I Igave
gavethem
theman
anoption
option
to to door
do three three
fouror four columns
columns in the in the rubric,
rubric, and
and I give
I give them
them the game
the game design
design principles
principles in class.
in that that class.
They
They make
make rubrics
rubrics in groups
in groups, andand then
then wewe share
share allall
the
the groups’
groups’ workwork at front
at the the front ofclass
of the the class and people
and people pick
pick choose
and and choose to merge
to merge the rubric.
the rubric. It takes
It takes two
two or or
three
threeto
days days to make
make that.then
that. But But then weituse
we use to it to grade
grade four
four games,
computer computer
games. games.
They have They
a lot have a lot
of freedom. ofgood
It’s
freedom.everyone
because It’s good agrees
becauseoneveryone agrees
the rubric, reallyon the
talking
rubric,what’s
about really talking about
important what’s
in the important in the
beginning.”
beginning.”
 Rubric for Game Design

Objective: Develop a rubric we will use to grade each of the games you create in class.

● As a class, choose one of the templates below.

● Then, choose the standards and describe how to obtain the specific scores within
each category.

Option 1:
Standard Exceeds Meets Approaches Does not Meet
Expectation Expectations Expectations Expectations

Option 2:
Standard Meets Expectations Approaches Does not Meet
Expectations Expectations
 Class A
Rubric for Game Design

Standard Meets Expectations Approaches Expectations Does not Meet

Expectations

Functionality Everything works as intended and there The game has a few issues The game has a lot of
are no loopholes or uncovered instances and can be a struggle to glitches/bugs/crashes and is
within the game. The game is smooth play. There may be a unplayable according to the
and plays well - no couple of rules or rules set forth.
glitches/bugs/crashes components that are
somewhat unclear or not
working as intended.

Rules There is a great list of rules that make Rules are somewhat Players are lost because the
sense. The game is not confusing to understandable and rules are difficult to
play, rules are understood gameplay is at least understand and gameplay is
playable. unplayable. The rules are
There are a good amount of unclear or don’t make sense
rules, but the game is still in the context of the game.
somewhat confusing in how There are minimal to no
to play. rules present.

Balance: Is welcoming to any players. Is welcoming to some Only high level players can
Accessibility players. play

Balance: Has some tricks up its sleeves to mess The game is moderately Not a challenge to anyone,
Difficulty with the player, needs a strategic way to difficult but still easy to game is too easy, not hard
win the game complete. to beat.

Replayability/ Can play over and over despite finishing Can play at least twice Can only clear the game
Hook the game once. The game offers before getting bored. The once and then forget about
incentives to continue playing and is fun game is relatively it. The game doesn’t offer
enough for players to want to play it over replayable, or at least offers any incentive for players to
again, or sink more time into the game in enough incentive for continue playing. One play
order to earn more. someone to come back to it through of the game
once or twice. sufficiently makes players
no longer want to play.

Entertainment The game is extremely fun to play and The game is fairly fun - there The game is not fun, the
was very well thought out. The game are some parts that aren’t gameplay isn’t engaging and
has entertaining content to enthrall the very enjoyable or are too there is very little reason to
player. Objectively the game feels good repetitive, but overall play because it isn’t
to play and offers solid incentives of enjoyment can be found enjoyable whatsoever.
enjoyment to play. within the game.
 Class B
Rubric for Game Design

Approaches Does Not Meet

Standard Exceeds Expectation Meets Expectation
Expectations Expectations

Game runs but has too

Game runs with some Game does not run.
Game runs with no errors, many problems, glitches
Functionality problems but is replayable Numerous problems with
glitches, and problems. and errors, or it cannot be
as is how the game works.
replayed

Art is mindblowing to the

Visual Quality point where it looks like Art is visually appealing Art is of mediocre quality Art is not visually appealing
real life.

Game has some

Extremely fun and makes Game is fun but you
entertainment, but more Game is not fun to play at
Entertainment Value you want to play it over probably wouldn’t want to
could be added to make it all
again/ Addictive play it often.
more engaging

Has an exceptionally Has a good end Has an OK end The end goal/storyline
Goal/Storyline
creative end goal/storyline goal/storyline goal/storyline does not work

Most parts of the game

Game rules are easy to Game rules are too difficult
Difficulty of make sense, but some The rules are hard to
follow. Game is easy to to figure out, and some
Instruction clarification is needed on follow.
pick up. parts are impossible.
the rules.
50 KINETIC SCULPTURE
PROJECT OVERVIEW
RENEE
“We made the rubric as a class. I gave them an
option to do three or four columns in the rubric, and
“There’s no right answer to creative work. Students are
I give them the game design principles in that class.
looking at artists’ work, and they’re identifying their
They make rubrics in groups and then we share all
own inspiration and defining what a kinetic sculpture
the groups’ work at the front of the class and people
is to them. I think creativity is applying the CS content
pick and choose to merge the rubric. It takes two or
knowledge to any problem that they take on. It is up
three days to make that. But then we use it to grade
to students to figure out how to put together the hard-
four games, computer games. They have a lot of
ware and write the code to make it work. They submit
freedom. It’s good because everyone agrees on the
drafts as they’re going along, partly just to check in
rubric, really talking about what’s important in the
that they’re doing it, and partly to give them feedback
beginning.”
and make sure that they’re going to get the best grade
they can, by the end of the project.”
 ============== PROJECT OVERVIEW ==============

I. INTRODUCTION & ARTIST’S STATEMENT

I decided to base my kinetic sculpture report on the similarities of Arthur Ganson’s work and Jean
Tinguely. I incorporated the automated and computer caused movements from Tinguely’s work. I liked
the idea of being able to enjoy the art the same way an audience would without my presence. Ganson’s
work inspired me to choose something that I see around me all the time and creating something connected
to me. Specifically, Ganson’s meditation #1 and the predictability of the moving gears interested me. I
decided to replicate the predictability in my own product. Tinguely’s sometimes colorful and world
sourced machines inspired me to have a little fun with the colors of my product. Tinguely also inspired
me to use recyclable items rather than 3D print the parts of my clock.

I decided to create a clock because it's something that relates to me all the time. I wake up at a certain
time, move from one place to another according to time and it basically plays a large and controlling role
on the world. I decided to remix a clock to demonstrated how it moves and how I wish it would move to
benefit me. I wanted for once for time to move at my pace. I drew inspiration in the fun found in both
Ganson and Tinguely’s work.

II. DESIGN

Drawn Blueprint:

The above image depicts the blueprint I created for how I wanted my product to look.

Isometric View:
The image above depicts a tinkercad created view of the top and sides of my product.

Orthographic View:

The above images depict a tinkercad created view of the the top and front of my product.

The above images depicts a tinkercad created view of the side of my product.

The above designs clearly depict a moving clock sculpture. The base of the image is simply indicating the
arduino board and location of where the DC motor will be connected. Inside the ring shows the two clock
hands that will be moved by the DC motor. The ring will be the base for the basic clock numbers 1 to 12.

III. PRODUCT DEVELOPMENT

I initially envisioned to use a DC Motor because it did a full 360 degrees and I had the most experience
using it. Unfortunately, it spun too fast even at the lowest speed setting and would not move slow enough
for the movement of my clock to be as realistic as possible.

My next step was to attempt using the servo motor, but the motor did not do the full 360 motion. In
addition, in order for it to move with clock hands I would need to make the clock size significantly
smaller to account for the screws necessary to make the motor motion.
I decided to return back to using a DC motor, only using a larger and slower moving one. The bigger
motor allows for the clock to sit more comfortably than the smaller motor and moves the clock hands
slower. To make the actual clock I cut out a circle from foam board and covered it in construction paper.
To support the clock and the hands, and minimize the movement of the clock I used a toothpick to extend
the length of the motor. I then glued together two lego pieces that would act as clock hands to the
toothpick. The gluing together of the clock and lego pieces ensured that the necessary parts were moving.
 ============== FINAL PRODUCT & CODE ==============

IV. FINAL PRODUCT

My final product is clearly inspired by Tinguely and Ganson because it is colorful, constructed of many
different recyclable parts (not 3D printed) and my idea stems from the world around me.

V. CODE

#include <Wire.h> // call to a code library used

#include <Adafruit_MotorShield.h> // call to a code library used
Adafruit_MotorShield AFMS = Adafruit_MotorShield(); //identifying motorshield is in use
Adafruit_DCMotor *myMotor = AFMS.getMotor(1); // adds that 1 motor is attached to motor shield
void setup(){ // calls set up of code and motor
AFMS.begin(); //begins reading through code
}
void loop(){ // makes code run in loop
 myMotor-> setSpeed(1); //sets the initial speed of motor
myMotor->run(FORWARD); //makes motor move in a certain direction
for(int i=1; i<500; i++){ // increases speed of motor by 1 if the speed is less than 500
myMotor->setSpeed(i); //sets and sends the speed of the motor
delay(10); //delays the motion of the motor by 10ms
}

myMotor->run(BACKWARD); // code to run motor backwards

for(int i=0; i<255; i++){ //increases motor speed by 1 if the speed is less than 255
myMotor->setSpeed(i); // sets and sends the speed of the motor
delay(10); //delays the motion of the motor by 10ms
}

myMotor->run(RELEASE); // runs the motor and allows its motion

delay(0); // no delay of motion
}
 ========== TESTING AND EVALUATION ==========

VI. TESTING

Test Data Expected Actual Outcome Changes made as

Outcome a result

Normal No User input The clock moves The clock moves No changes made
forward and forward and
backward backward
without stopping without stopping
or breaking off or breaking off
clock clock
attachments. attachments.

Extraneous User interferes Clock handles Clock face Secure clock face
with clock stop and moves. Clock with tape on the
rotation potentially come handles stop and back.
off. potentially come
off.

Extreme Shake product Clock Product stays Created a stand

vigorously while attachments fall intact and for product to
powered off. continues avoid potential
functions breakdown.
normally

VII. PRODUCT STRENGTHS

My product is cool to look at and relatable. Many other students thought that my clock was a fun take on
controlling time. My clock clearly shows the inspiration I took from Tinguely and Ganson.

VIII. PROPOSED IMPROVEMENTS

Some proposed improvements were to make the clock and parts bigger. Increasing the size of the clock
and parts would make it seem like a more realistic clock. Another suggested edit was to make the stand
more sturdy.
 Creative Computing Lab
Harvard Graduate School of Education
creativecomputing.gse.harvard.edu