career plan

Career Plan Rubric

Item /

Item Mark

1-2 3-4 5-6 7-8 9-10

Use of

methods and

processing

data

No description of

methods and analysis of

the information/data.

Insufficient information

on methods and

insufficient analysis of

the information.

Description of methods and

analysis of information/data

is lacking in a number of

placed. Used methods and

analysis of data/information

mostly appropriate.

Description of methods and

analysis of information/data

is mostly complete, but there

are lacking some details.

Used methods and analysis

of data/information are

appropriate.

Description of methods

used and analysis of the

information is appropriate,

complete and clear.

Reflection on

results

No reflection on the

results of the test results.

Discussion only touches

trivial or very general

points of criticism.

Student identifies only

some possible

weaknesses and/or

points at weaknesses

which are in reality

irrelevant or non-

existent.

Student indicates most

weaknesses in the results and

is able to weigh their impact

on the main results relative to

each other.

Student indicates all

weaknesses in the results

and weighs them relative to

each other. Furthermore,

(better) alternatives for the

methods used are indicated.

Student is not only able to

identify all possible

weaknesses in the results,

but is also able to indicate

which weaknesses affect the

outcome of the test results

most.

Career Plan Does not identify at least

two next steps in career

planning

Identifies at least two

next steps in career

planning (e.g., courses,

experiences, contacts)

Explains these next steps the

career planning such that

someone who is unfamiliar

with them will understand

them

Gives examples of how the

student will pursue these

next steps so as to benefit

from them in making her

career choices

Considers the significance

of the benefits the student

will derive from taking these

next steps in her career

planning – why are they

important for her to

undertake?

Career

Options

Does not identify at least

one career option

AND/OR

Does not identify any

reasons for considering

this career option(s)

Identifies at least one

career option the

student is considering

AND

Identifies the reasons

for considering it

Explains the career option(s)

the student is considering

such that someone who is

unfamiliar with them will

understand them

Gives examples of the

academic skills, strengths,

and/or personal qualities

needed to be successful in

this career

Considers the relationships

among the personal

characteristics and strengths

and the academic skills,

strengths, and/or personal

qualities required for

success in this major – in

what specific ways is it

and/or is it not a good fit?

Integration Provides no connections Rarely provides Occasionally provides Usually provides (good) Consistently provides

among ‘the results and

career goals’ with what

is asked from the student

to connect to.

(minimal) connections

among ‘the results and

career goals’ with what

is asked from the

student to connect to.

(adequate) connections

among ‘the results and career

goals’ with what is asked

from the student to connect

to.

connections among the

results and career goals’

with what is asked from the

student to connect to.

(strong) connections among

the results and career goals’

with what is asked from the

student to connect to.

Precision &

Clarity

Provides no specific

details and never defines

terms used

Rarely provides specific

details or defines terms

used

Occasionally provides

specific details and/or defines

terms used

Usually, but not always,

provides specific details

and/or defines terms used

Consistently provides

specific details and defines

terms used

Depth Never addresses “why”

questions; never

considers complexities;

always over-simplifies

Rarely addresses “why”

questions; rarely

considers complexities;

usually over-simplifies

Addresses few of “why”

questions; considers little of

the complexity of the

issue(s); occasionally over-

simplifies

Addresses some, but not all,

“why” questions; considers

some. but not all, of the

complexity of the issue(s);

rarely over-simplifies

Thoroughly addresses

“why” questions; considers

the full complexity of the

issue(s); never over-

simplifies

Fluency of

language and

writing skills

The report is badly

structured. In many

cases information

appears in wrong

locations. Level of detail

is inappropriate

throughout.

Main structure incorrect

in some places, and

placement of material in

different chapters

illogical in many places.

Level of detail varies

widely (information

missing, or irrelevant

information given).

Main structure is correct, but

lower level hierarchy of

sections is not logical in

places. Some sections have

overlapping functions leading

to ambiguity in placement of

information. Level of detail

varies widely (information

missing, or irrelevant

information given).

Most sections have a clear

and unique function.

Hierarchy of sections is

mostly correct. Ordering of

sections is mostly logical.

All information occurs at the

correct place, with few

exceptions. In most places

level of detail is appropriate.

Well-structured: each

section has a clear and

unique function. Hierarchy

of sections is correct.

Ordering of sections is

logical. All information

occurs at the correct place.

Level of detail is appropriate

throughout.

Formulations in the text

are often

incorrect/inexact

inhibiting a correct

interpretation of the text.

Vagueness and/or

inexactness in wording

occurs regularly and it

affects the interpretation

of the text.

The text is ambiguous in

some places but this does not

always inhibit a correct

interpretation of the text.

Formulations in text are

predominantly clear and

exact. Internship report

could have been written

more concisely.

Formulations in text are

clear and exact, as well as

concise.