Summary of Activity

This case study explores two approaches to assessing video game development projects at Griffith University Film School. In a first-year introductory programming course, students are tasked with modifying an existing Space Invaders game. For this course we use an assessment rubric that is primarily skills-based, focusing on specific modifications such as using code to customise the player’s ship and aliens and implementing a functional HUD to display the score and lives. In contrast, our second-year course on level design uses a more diverse rubric for assessing the

students’ creative projects, which are centred on the application of level design and game design theory. The rubric for this assessment evaluates four key aspects: design & experience, gameplay & theory application, technical mastery, and professional competence.

To ensure consistency and fairness, both courses implement a moderation technique where multiple assessors first mark a sample of four assignments, compare their results, and discuss discrepancies. This approach has successfully addressed subjective marking challenges and ensured a consistent baseline across assessors.

Challenges

One of the key challenges in assessing video game projects is balancing subjective creativity with objective technical skills. In the first-year programming course, the rubric is heavily focused on measurable technical milestones, which simplifies the assessment process but leaves limited room

for evaluating creative or subjective aspects such as visual design or code quality. To mitigate this, subjective elements are introduced but given less weight due to the early stage of students’ development.

In the second-year level design course, the challenge is greater because the students are expected to apply theoretical knowledge creatively. Here, the rubric must cater to a more holistic view of the project, blending technical competence with creative expression. This can make the assessment

more difficult to standardise. Additionally, ensuring that all assessors are aligned in their interpretation of the rubric categories presents additional challenges, especially in evaluating abstract concepts like player experience and aesthetics.

Outcomes & Impact

The structured rubrics and moderation process have had a positive impact on the assessment of video game projects. In the first-year course, students have a clear goal to work towards for their assessment and receive clear, actionable feedback on their technical skills, while the moderation process ensures that marking is fair and consistent. This structure helps first-year students build a solid foundation in programming and game development, reducing confusion about expectations and grading standards.

In the second-year level design course, the broader and more diverse rubric allows for a fairer evaluation of complex projects. By breaking the project into distinct areas—design, gameplay, technical skills, and professional competence—students gain a more comprehensive understanding of how their work is assessed. The moderation technique continues to play a crucial role in establishing consistency among assessors and no issues when checked by the central assessment board.

Reflection & the Future

The current approach has proven effective, but there is always room for improvement. One area for future exploration is refining the subjective elements of the rubrics, particularly in creative courses like level design. Incorporating peer reviews or more detailed qualitative feedback could help assess elements such as creativity, storytelling, and player experience, which are harder to quantify but equally important in game development.

Additionally, as the game design industry evolves, so too should the assessment techniques. Future iterations of the rubric could include more emphasis on industry-standard practices such as user testing, iterative design, feedback from external players, and collaboration, giving students a more professional and practical framework for developing their projects. By continuously refining both rubrics and moderation processes, we aim to maintain a fair, transparent, and effective assessment method that prepares students for the complexities of game development.

Video of Symposium Presentation