evaluation rubrics

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Class participation Rubric Participation is graded on a scale from 0 (lowest) through 4 (highest), using the criteria. The criteria focus on what you demonstrate, and do not presume to guess at what you know but do not demonstrate. This is because what you offer to the class is what you and others learn from. I expect the average level of participation to satisfy the criteria for a '3'. Criteria Grade Absent 0 Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion. 1 Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyse them. Offers straightforward information (e.g. straight from the case or reading), without elaboration, or does so very infrequently (perhaps once a class). Does not offer to contribute to discussion, but contributes to a moderate degree when called on. Demonstrates sporadic involvement. 2 Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Demonstrates consistent ongoing involvement. 3 Demonstrates excellent preparation: has analysed case exceptionally well, relating it to readings and other material (e.g. readings, course material, discussions, experiences etc.). Offers analysis, synthesis, and evaluation of case material; for example, puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyse which approaches are appropriate etc. Demonstrates ongoing very active involvement. 4

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Page 1: Evaluation Rubrics

Class participation Rubric

Participation is graded on a scale from 0 (lowest) through 4 (highest), using the criteria. The criteria focus on what you demonstrate, and do not presume to guess at what you know but

do not demonstrate. This is because what you offer to the class is what you and others learn from. I expect the average level of participation to satisfy the criteria for a '3'.

Criteria Grade

Absent

0

Present, not disruptive.

Tries to respond when called on but does not offer much.

Demonstrates very infrequent involvement in discussion.

1

Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of

trying to interpret or analyse them.

Offers straightforward information (e.g. straight from the case or reading), without elaboration, or does so very infrequently (perhaps once a class).

Does not offer to contribute to discussion, but contributes to a moderate degree when called on.

Demonstrates sporadic involvement.

2

Demonstrates good preparation: knows case or reading facts well, has thought through implications of them.

Offers interpretations and analysis of case material (more than just facts) to class.

Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive

way, offers and supports suggestions that may be counter to the majority opinion.

Demonstrates consistent ongoing involvement.

3

Demonstrates excellent preparation: has analysed case exceptionally well, relating it to readings and other material (e.g. readings, course material,

discussions, experiences etc.).

Offers analysis, synthesis, and evaluation of case material; for example, puts together pieces of the discussion to develop new approaches that take the

class further.

Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments,

contributes to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyse which approaches are

appropriate etc.

Demonstrates ongoing very active involvement.

4

Page 2: Evaluation Rubrics

Course:

Course Code:

Semester:

Section:

Project Title: Group No.

No. Assessment Criteria % Mark Comments

A: REPORT STRUCTURE AND ORGANIZATION 3

1 All deliverable and required contents included 1

2 Professional report layout and organization 1

3 Contents are sequenced appropriately 1

B: TECHNICAL CONTENT 10

1 Executive summary is clearly written 1

2 Introduction is relevant to report content 1

3 Aims/Objectives of report written clearly and precisely 1

4 Point of Issue and research problem is clearly written 1

5 Relevant theories are applied to the real situation 1

6 Arguments and discussions are conducted accordingly 2

7 Suggestions and solutions for improvement are well discussed 1

8 Conclusion of report written clearly 1

9 Reference included and cited in the report 1

C: LANGUAGE 2

1 Smooth flow of thought and easy to understand 1

2 Proper use of terms, words and grammar 1

REPORT TOTAL MARK 15

D: PRESENTATION 5

1 Presentation contents 1

2 Presentation slides 1

3 Presentation delivery 1

4 Presenter appearance 1

5 Time management 1

FINAL PROJECT TOTAL MARK 20

OVERALL COMMENT: FINL MARK: SIGNITURE:

In-Class Assignments and activities- Evaluation Criteria

Page 3: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO2Skill(s): Critical Thinking and Problem Solving (CTPS)Objective: Demonstrate ability to analyse business situations and recommend appropriate actions

Student’s Name: ___________________ Evaluator’s Name: ____________________ Date: _______________ Course/Semester: ___________________

Criteria 3: Exceeds standard 2: Meets standard 1: Fails to meet standard Score

Problemidentification

Able to identify existence ofproblem and its root cause insimple to complex situations.

Able to identify existence ofproblems mainly in simplesituations.

Aware of existence ofproblems but not able to findthe root cause.

3 2 1

Analysing ability Able to analyse simple tocomplex problems.

Able to analyse simple problemsusing appropriate techniques.

Analyse simple problems usingwrong techniques. 3 2 1

Problem solving Able to find more than onesolution in simple to complexsituations.

Able to find a simple solution forsimple problems.

Cannot identify appropriatesolutions. 3 2 1

Innovativeness Able to generate more than oneunique solution in ambiguousand complex situations.

Able to generate a uniquesolution only in well-understoodsituations.

Not able to generate uniquesolutions. 3 2 1

Decision making Makes accurate decisions basedon valid and relevant evidence.

Makes decisions with less validevidences.

Makes poor decisions withoutevidences. 3 2 1

Reasoning Able to defend decision withvalid reasons.

Defends decisions with weakarguments.

Defend decisions withirrelevant evidences. 3 2 1

Adaptability Able to effectively adapt andcope with changes in newenvironment.

Takes longer time to adapt withnew environment.

Unable to cope and adapt withnew environment. 3 2 1

To be completed by instructorScoring Key: ____ Exceeds standards 19 - 21

____ Meets standards 13 - 18____ Fails to meet standards ≤ 12

Page 4: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Communication Skill (Written) (CS)Objective: Demonstrate effective written communication skills

Student’s Name: ___________________ Evaluator’s Name: _________________ Date: ______________ Course/Semester: _________________

Criteria 3: Effective 2: Adequate 1: Inadequate Score

Documentorganization

Presents clear statement ofpurpose/thesis in appropriate location;material is presented in clear and/orlogical order appropriate to the task; andorganization increases readability.

Contains statement ofpurpose but may rely onimplicit thesis ororganization.

Omits clear statement ofpurpose; and addressestopics without clear logicalsequence.

3 2 1

Paragraphcoherence

Develops a single topic in eachparagraph; provides a logical sequencefor document content; transitionsdevelop connections betweenparagraphs; and paragraphs are notoverly long or brief.

May lack development; maystray to other topics withinparagraphs; and generallyprovides clear transitionsbetween paragraphs.

May present overly shortparagraphs, haveundeveloped material, orcontain unrelated material;and omits necessarytransitions.

3 2 1

Sentencestructure

Demonstrates sophistication andvariation in sentence structure; expressesideas clearly and concisely; and containsno unnecessary fragments or run-onsentences.

Generally maintains variedand correct sentencestructures; and may includesmall number of sentence-level errors.

Employs repetitive orsimplistic sentencestructures; contains wordy orunclear sentences; andincludes fragments or run-ons.

3 2 1

Correctness Adheres to standard rules of grammar,usage, mechanics, punctuation, andspelling; and may include no more thantwo minor errors.

Generally adheres tostandard rules but includesthree or more errors.

Contains significant errorsthat detract fromunderstanding orcompromise writer’scredibility.

3 2 1

Audience/Tone

Addresses audience concerns byexplaining unfamiliar terms/material;employs professional diction and avoidsoverly technical or colloquial language;and maintains appropriate tone.

Demonstrates audienceawareness but may includesome overly technical orcolloquial language; and maylose control of tone.

Uses technical or colloquiallanguage inappropriate tothe context of theassignment; and errs inappropriate tone.

3 2 1

Page 5: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Communication Skill (Written) (CS)Objective: Demonstrate effective written communication skills

Support/Exhibits

Includes thorough documentation orcitation as necessary; supports all claimswithin either text or appendix; andproperly labels/identifies outsidematerial.

Generally supports claimswith properly cited material;and may omit occasionalsupporting documentationor material.

May fail to include requiredsupporting materials ordocumentation; and mayinclude irrelevant addenda.

3 2 1

Presentation/Documentdesign

Includes proper formatting of margins,spacing, indentation, etc; and typefaceand use of emphasis are appropriate totask.

Mostly includes properformatting and limits errorsor inconsistencies.

Distracts reader with errorsor inconsistencies informatting.

3 2 1

To be completed by instructor

Scoring Key:

____ Effective 19 – 21____ Adequate 13 - 18____ Inadequate ≤ 12

Page 6: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Communication Skill (Oral and Verbal) (CS)Objective: Demonstrate effective oral and verbal communication skills

Student’s Name: ___________________ Evaluator’s Name: _________________ Date: ______________ Course/Semester: _________________

Criteria 3: Effective 2: Adequate 1: Inadequate Score

Organization Follows logical sequence andprovidesexplanations/elaboration.

Follows logical sequence, butfails to elaborate.

Does not follow logicalsequence (jumps around inpresentation).

3 2 1

Eye Contact Seldom returns to notes,maintaining eye contact withaudience throughout thepresentation.

Maintains eye contact withaudience most of the time,but frequently returns tonotes.

Reads most or all of report,making little to no eye contactwith the audience.

3 2 1

Delivery Speaks clearly and loudenough for all in audience tohear, makes no grammaticalerrors, and pronounces allterms correctly and precisely.

Voice is relatively clear, buttoo low to be heard by thosein the back of the room;makes several majorgrammatical errors, andmispronounces some terms.

Mumbles, mispronouncesterms, and makes serious andpersistent grammatical errorsthroughout presentation;speaks too quietly to be heardby many in audience.

3 2 1

Conclusion: Effectively summarizes thepresentation and provides asense of closure.

Provides an adequatesummary and/orrecommendation that isreasonable given theinformation/analysispresented.

Weak or no conclusionprovided (it is too vague to beof any practical value) or therecommendation is weaklyrelated to the analysis.

3 2 1

Responsiveness:a) Q&A

b) time

Addresses all questions in amanner that demonstrates athorough command of thetopic(s) of the presentation;uses the allotted timeeffectively; and finishes ontime.

Demonstrates an ability toaddress most questions in athoughtful and effectivemanner; finishes on time buthas to rush through last pointsto finish on schedule.

Cannot address basicquestions about the topic oraddresses them in asuperficial manner; does notfinish on time or finishes wellbefore allotted time.

3 2 1

Page 7: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Communication Skill (Oral and Verbal) (CS)Objective: Demonstrate effective oral and verbal communication skills

MultimediaSupport andVisual Aids(Charts,animation,graphs,handouts,posters, videos,slides, sound)

Includes a balanced use ofappropriate multimedia thatenhances the overallpresentation (easy to read,attractive, informative, anderror free).

Includes limited multi-mediathat enhance the overallpresentation; easy to read andinformative, but notoutstanding.

Includes little or nomultimedia or uses it in adistracting or ineffectivemanner (difficult to read, haserrors and/or typos, etc.).

3 2 1

To be completed by instructor

Scoring Key:

____ Effective 16 – 18____ Adequate 11 - 15____ Inadequate ≤ 10

Page 8: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO4Skill(s): Ethics and Social Responsibility (EM)Objective: Demonstrate ability to identify ethical dilemmas and be able to recognize and evaluate alternative courses of action

Student’s Name: ___________________ Evaluator’s Name: ____________________ Date: _______________ Course/Semester: ___________________

Criteria 3: Exceeds Standards 2: Meets Standards 1: Fails to Meet Standards ScoreAwareness Synthesizes facts of case into a

coherent narrative or whole;recognizes complex implications insocial responsibility situations; ableto identify social responsibilitydimensions of particular acts,decisions, situations; aware ofsocial responsibility dimensionsfrom a broader perspective;widens circle of awareness toinclude all stakeholders in socialresponsibility dilemmas; andapproaches social responsibilitywith sincerity.

Understands basic fact ofcases; recognizes thatobligation and duty dependon agent’s role in relation toothers; distinguishes socialresponsibility concerns;begins to look beyond the selffor social responsibilitydimensions; and approachessocial responsibilitytentatively.

Unaware of the facts of specificcases; shows little or noawareness of socialresponsibility implication onbusiness decision making; doesnot recognize socialresponsibility dimensions ofspecific situations; confusessocial responsibility dilemmas inbusiness decision-making; andclaims to easily solve socialresponsibility dilemmas.

3 2 1

Consequences Articulates the broad societaleffects of particular policies andpractices in social responsibilityterms; looks to far-reachingimplications of social responsibilityin business decision-making;projects consequences into thefuture deeply and broadly; andshows true concern towardoutcome of social responsibilitydecisions to others.

Acknowledges relevance ofsocial responsibility concernsto others; and widensconsequences to include allrelevant stakeholders.

Sees consequences only to theself or immediate environment;sees consequences to others asirrelevant; and cannot discernconsequences of socialresponsibility.

3 2 1

Page 9: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO4Skill(s): Ethics and Social Responsibility (EM)Objective: Demonstrate ability to identify ethical dilemmas and be able to recognize and evaluate alternative courses of action

Decision Applies well-thought-out processof decision making to socialresponsibility dilemmas; maturelycommits to a decision;Decides in the interest of justice;and makes decisions with a highlevel of maturity and carefulreflection.

Begins to formulate areasoned decision-makingprocess; decides in theinterest of a widening circleof stakeholders; and takes astand of social responsibilitydilemmas not necessaryaffecting one’s self.

Decides only in self-interest;does not take a stand on socialresponsibility matters; andunwilling to act maturely orsocially responsible.

3 2 1

To be completed by instructor

Scoring Key: ____ Exceeds standards 7 - 9____ Meets standards 4 - 6____ Fails to meet standards ≤ 3

Page 10: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Leadership Skill (LS)Objective: Demonstrate an understanding of the components of leadership effectiveness and how to develop them

Student’s Name: ___________________ Evaluator’s Name: _________________ Date: ______________ Course/Semester: _________________

Criteria 3: Exemplary 2: Acceptable 1: Unacceptable Score

Professionalism Demonstrate professionalismin all situations, conversationsand documents.

Demonstrates effectiveoral and/or writtencommunication skills.

Selectively demonstrateseffective oral and/orwritten communication. 3 2 1

Contributions Contributes meaningfully todiscussions, searches foranswers, encourages andsupport others. Demonstratesability to work with peers.

Often contributes valuableideas during discussionsand in meetings. Is apositive team player.

Seldom contributevaluable ideas duringdiscussions and inmeetings. Emerging as ateam player.

3 2 1

Collaborations Equitably collaborates onprojects, planning, discussion,and meetings. Demonstratesability to work with peers.

Shares responsibility forthe creation andapplication of ideas,activities and projects.

Shares some responsibilityfor completing tasks.Offers ideas or asksquestions sporadically.

3 2 1

Confidence Uses strong verbal and nonverbal behavior to conveyauthority and concern.

Looks comfortable andconfident in exercisingleadership duties.

Gives an impression ofreluctance or uncertaintyabout exercisingleadership.

3 2 1

Balance between taskand interpersonalrelations

Assigns tasks to memberswhose unique talentscontribute directly to thetask; uses positivereinforcement; and delegatesas needed.

Balances the need for taskaccomplishment with theneeds of individuals in thegroup.

Focuses exclusively on taskto be accomplishedwithout regard to thepeople or focusesexclusively oninterpersonal relationswithout regard to task.

3 2 1

Page 11: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Leadership Skill (LS)Objective: Demonstrate an understanding of the components of leadership effectiveness and how to develop them

Ability to Listen Provides summary ofimportant discussions atregular intervals.

Listens actively and showsunderstanding byparaphrasing or byacknowledging andbuilding on others’ ideas.

Asks for ideas orsuggestions but neglects toconsider them.

3 2 1

Agenda Circulates a prepared agendain advance.

Has a clear agenda for thegroup

Has an incomplete orvague agenda for thegroup.

3 2 1

To be completed by instructor

Scoring Key:

____ Exceeds standards 19 – 21____ Meets standards 13 - 18____ Fails to meet standards ≤ 12

Page 12: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Team Skill (TS)Objective: Demonstrate ability to work as a team

Student’s Name: ___________________ Evaluator’s Name: _________________ Date: ______________ Course/Semester: _________________

Criteria 3: Exceeds Standards 2: Meets Standards 1: Fails to Meet Standards Score

Preparation Brings in extra material inorder to enrich the learningenvironment and isprepared to help the team’slearning process.

Reads material and prepareswritten answers toquestions.

Reads material duringexercise or has not readmaterial; is not prepared tohelp the team’s learningprocess.

3 2 1

Contributes toDiscussion

Explains material to othersand provides new insights inorder to promoteinterpersonal involvementduring team meetings.

Is able to answer other’squestions and relatesmaterial to own experienceduring team meetings.

Occasionally makes acomment related to thetopic being discussed ordoes not make anycontribution during teammeetings.

3 2 1

Attends Team Meetings During team meetings, isalways present or rarelymisses, only 1-2 times asemester.

Occasionally misses teammeetings, only 3-4 times asemester.

Frequently miss teammeetings, ≥5 times asemester.

3 2 1

Creates a PositiveLearning Environment.

Interaction with teammembers is positive; keepsteam sessions light todevelop a positive teamculture.

Is mostly supportive ofother’s contributions in aneffort to promote a positiveteam culture; and may beneutral in affectivecontribution to the team.

Does not contribute in apositive manner andsometimes, may causenegative learningenvironment.

3 2 1

Page 13: Evaluation Rubrics

Updated: August 2015 - IBS Rubric BankProgram Outcome: PO3Skill(s): Team Skill (TS)Objective: Demonstrate ability to work as a team

CommunicatesEffectively

Comments are almostalways positive, easilyunderstood; when givingconstructive criticism,feedback is timely, specific,and behaviorally focused.

Is usually an effectivecommunicator; givesfeedback that is oftenhelpful.

Comments are sometimesvague and have troublegetting a point across;comments may be negativein tone or sometimesargumentative.

3 2 1

To be completed by team members

Scoring Key:

____ Exceeds standards 13 - 15____ Meets standards 9 - 12____ Fails to meet standards ≤ 8