Analysis

Tusculum University School of Business Ethics Case Analysis Assessment Rubric

4 – Mastery 3 – Proficiency 2 – Developing

1- Beginning

Explanation of Issues

Issue/problem to be considered critically is stated clearly and described comprehensively; delivering all relevant information necessary for full understanding

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated but description leaves some terms undefined, or ambiguities unexplored.

Issue/problem to be considered critically is stated without clarification or description.

Evidence Information is taken from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.

Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.

Information is taken from source(s) with some interpretation /evaluation, but not enough to develop a coherent analysis or synthesis.

Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact without question.

Influence of Context and Assumptions

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position

Identifies own and others’ assumptions and several relevant contexts when presenting a position.

Questions some assumptions. Identifies Several relevant contexts when presenting a position. May be unaware of own assumptions.

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a problem.

Student’s Position (perspective, thesis/hypothesis)

Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others’ points of view are synthesized within position.

Specific position takes into account the complexities of an issue. Others’ points of view are acknowledged within position.

Specific position acknowledges different sides of an issue.

Specific position is stated but simplistic and obvious.

Conclusions and related outcomes (implications and consequences)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspective discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired consequences); some related outcomes are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes are oversimplified.

Effective writing structure, grammar, language, punctuation and mechanics will be assumed in this course. Up to 30 points on the final case grade may be deducted for deficiencies in these areas. Please carefully proofread your work!