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Masters - General Rubric

UCW Master's Level Grading Rubric For Assessment - General Rubric
1-4 Scale 1 2 3 4
Percentage Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Weight Student Score Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Subject Matter
Answering questions and results of research 50 Key elements are not adequately covered. Content is not comprehensive, has inaccuracies and is not persuasive. Displays lack of understanding of relevant theory. Points not adequately supported by references. Research is lacking in content and quality Key elements are mostly covered. Content is mostly accurate but lacks persuasivness. Displays some understanding of relevant theory. Points mostly supported by references. Research is lacking in content and quality Key elements are adequately covered. Content is accurate and persuasive. Displays adequate understanding of relevant theory. Points supported by references. Research is adequate in content and quality Key elements are completely covered. Content is comprehensive, accurate and persuasive. Displays superior understanding of relevant theory. Points fully supported by specific references. Research is superior in content and quality
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas 20 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Style & Mechanics
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 10 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. 10 Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks 100 Additional Comments

Masters - CaseStudy

UCW Masters Level Grading Rubric For Assessment Of Case Study
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Executive Summary/ Abstract 5 Executive summary or Abstract missing or poorly constructed Executive summary or Abstract inadequate Executive Summary or Abstract Executed Adequately Executive Summary or Abstract Executed in Superior Fashion
Problem Identification & Scope 10 Shows little understanding of the issues, key problems, and the company’s present situation and strategic issues. Shows some understanding of the issues, key problems, and the company’s present situation and strategic issues. Shows adequate knowledge of the issues, key problems, and the company’s present situation and strategic issues. Shows superior knowledge of the issues, key problems, and the company’s present situation and strategic issues.
Case Analysis 25 Analysis of case poor analysis of issues of the case, supporting detail is incorrect or missing Analysis of case showsinadequate levels of analysis of issues of the case, provides little supporting detail Analysis of case shows adequate levels of analysis of issues of the case, provides supporting details Analysis of case shows superior levels of analysis of underlying issues that are not necessarily readily apparent, uses appropriate levels of supporting detail
Recommendation and Conclusions 10 Recommendations and/or plans of action provided that are mostly incorrect or absent Recommendations and/or plans of action provided that are partially correct, alternate viewpoints not considered Specific recommendations and/or plans of action provided that are substantially correct, alternate viewpoints may be considered Specific recommendations and/or plans of action provided that go beyond the expected scope of the case fully supported by data, alternate viewpoints fully considered
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas 20 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Style & Mechanics
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 10 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. 10 Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks 100 Additional Comments

Masters - Capstone

UCW Masters Level Grading Rubric For Assessment Of Capstone Project
1-4 Scale Weight Student Score 1 2 3 4
Percentage Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Problem, Background 5 Problem statement is poorly crafted or missing or is misstated Problem statement is not well-crafted but is acceptable Problem statement is reasonably well-crafted and is specific to the issue Problem statement is well-crafted, specific and represents a novel outlook on the issue
Literature Review 10 References are not appropriate to the subject matter or are missing References are not fully appropriate to the subject matter References are timely and appropriate to the subject matter References represent a complete literature survey are timely and appropriate to the subject matter
Methods/Process/Strategies, Planning & Implementation 10 Methods are poorly aligned with objectives Methods are inadequately aligned with objectives Methods are adequately aligned with objective, are adequately described (e.g., process, setting, participants, measures), analyses are reasonable and include an evaluation component Methods are fully aligned with objective, are superiorly described (e.g., process, setting, participants, measures), analyses are sophisticated, robust, precise and include an evaluation component
Results/Product/Outcomes 10 Results/products/outcomes are poorly aligned with objectives Results/products/outcomes are inadequately aligned with objectives and have inadequate practical, programmatic or clinical utility Intepretation of data (e.g., quantitative or qualitative) or outcomes are not fully reasonable Results/products/outcomes arein adequately aligned with objectives and have adequate practical, programmatic or clinical utility Intepretation of data (e.g., quantitative or qualitative) or outcomes are reasonable Results/products/outcomes are fully aligned with objectives and have superior practical, programmatic or clinical utility Intepretation of data (e.g., quantitative or qualitative) or outcomes are sophisticated, robust, precise
Discussion/Conclusion/ Evaluation & Reflection 15 Key findings are poorly summarized with reference to objectives Key findings are inadequately summarized with minimal reference to objectives along with inadequate integration and interpretation of results across findings. Findings inadequately evaluated within the context of the literature. Project limitations are inadequately identified and described Key findings are adequately summarized with some reference to objectives along with adequate integration and interpretation of results across findings. Findings adequately evaluated within the context of the literature. Project limitations are adequately identified and described Key findings are fully and completely summarized with reference to objectives along with superior integration and interpretation of results across findings. Findings fully and robustly evaluated within the context of the literature. Project limitations are fully and completely identified and described
Recommendation 10 Recommendations are not supported and demonstrat little or no understanding of problem or the consequences of implementation Recommendations are inadequately supported and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available  Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available  Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available, greatly extends previous research/work and shows exceptional evidence of public health significance. Potentially publishable report
Professionalism 10 Student unable or nearly unable to work independently and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback Student had problems working independently and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
Tables/Charts 5 Tables, charts and other media poorly support the presentation of the material of the report or are not present when they would be of value Tables, charts and other media inadequately support the presentation of the material of the report Tables, charts and other media adequately support the presentation of the material of the report Tables, charts and other media fully support and augment the presentation of the material of the report
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas 10 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Style & Mechanics
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 5 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 5 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. 5 Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks 100 Additional Comments

Masters - Presentation

UCW Masters Level Grading Rubric For Assessment of Presentation
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Subject knowledge - Summary 10 Demonstrates lack of understanding of subject matter Demonstrates inadequate understanding of background of subject matter Demonstrates adequate understanding of background of pros and cons of subject matter Demonstrates full understanding of background of pros and cons of subject matter
Subject knowledge – Evaluation and Analysis 10 Demonstrates poor evaluation and analysis of subject Demonstrates inadequate evaluation and analysis of subject Demonstrates adequate evaluation and analysis of subject Demonstrates thorough evaluation and analysis of subject
Eloquence (Oral Communication) 10 Demonstrates poor level of eloquence in oral presentation Demonstrates inadequatelevel of eloquence in oral presentation Demonstrates adequate level of eloquence in oral presentation Demonstrates superior level of eloquence in oral presentation
Body Language (Nonverbal communication) 10 Demonstratespoor level of nonverbal communication during presentation Demonstrates inadequte level of nonverbal communication during presentation Demonstrates adequate level of nonverbal communication during presentation Demonstrates superior level of nonverbal communication during presentation
Presentation Aids (PowerPoint, video, poster, handouts) 10 Presentation aids are inappropriate, adding little or no context and understanding to the presentation Presentation aids are not fully appropriate, adding some context and understanding to the presentation Presentation aids are appropriate, adding good context and understanding to the presentation Presentation aids are fully appropriate, adding context and understanding to the presentation
Time Management 10 Demonstrates poor level of time management in presentation Demonstrates inadequate level of time management in presentation Demonstrates adequate level of time management in presentation Demonstrates superior level of time management in presentation
Q/A Session, Audience awareness 10 Demonstrates poor level of understanding and background in answering questions, reading audience interest level and acting accordingly Demonstrates inadequate level of understanding and background in answering questions, reading audience interest level and acting accordingly Demonstrates adequate level of understanding and background in answering questions, reading audience interest level and acting accordingly Demonstrates superior level of understanding and background in answering questions, reading audience interest level and acting accordingly
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas 20 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Other 10 as needed as needed as needed as needed
Marks 100 Additional Comments

Masters - Self Reflection

UCW Master's Level Grading Rubric For Assessment of Self Reflection
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
DESCRIBING EXPERIENCE Student provides a description of the experience, observation, activity, reading, etc. upon which he or she is reflecting 20 Automatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge; responses are offered without attempting to understand them Makes use of existing knowledge without an attempt to evaluate/appraise knowledge; demonstrates understanding but does not relate to other experiences or personal reaction Active and careful consideration of existing knowledge and articulates new understanding of knowledge as a result of experience Critically reviews existing knowledge, questions assumptions, and articulates new perspectives as a result of experience
DIRECTED TOPIC REFLECTION Evidence that the student has questioned or evaluated their prior perceptions, actions, or beliefs about (Collaboration, Professionalism, Autonomy, etc.) 20 No evidence of insights about personal reflection or limited to description of general opinions and behaviors without reflection on underlying assumptions, habits, or values driving those opinions or behaviors. Limited/superficial insight about student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Reflection – Making connection between student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Critical reflection – Critical evaluation (questioning, examining more closely) student’s personal assumptions, habits, or values and their connection to the opinions or behaviors upon which the student is reflecting in light of other perspectives.
CONNECTION ACADEMIC CONCEPTS Quality of “Lessons Learnt”. Student uses coursework, reading, or independent research to advance reflection as appropriate. 20 Connections are not drawn between experience and class content (concepts/theories) or literature Connects experience with class content (concepts/theories) but remains superficial or abstract Demonstrates clear connections between experience and class content (concepts/theories) ; evidence of application of theory Demonstrates superior connection between experience and class content (concepts/theories) and literature; evidence of application of theory and reconstruction of perspective
GOAL SETTING & PLANNING Students connect personal values and life purpose to the motivation and inspiration behind their goals. Students locate programs, information , people, and opportunities to support and reality test their goals 15 the goals and plans were poorly illustrated or with idetefrying no goals and plans Identifies basic short and long term goals for time in class. No or little identification of specific skills, resources and activities to enhance life experience or support academic and career goals Explains how short and long term goals are linked to their overall reasons for attending college and/or personal aspirations. Provides description of short and long term goals and why these goals are relevant to academic and career success. Presents a course plan for 2-4 years Identifies skills and experiences needed and describes specific resources available to support achieving academic and success Describes short and long term goals as well as connections between personal, academic and career goals and how the goals support each other. Fully integrates a well-thought personal 2-4 year course plan with necessary skills and relevant resources and experiences available to support achieving academic and career success. Provides detailed information on how resources and experiences will develop specific skills and knowledge in academic and career field
Style & Mechanics (Actual Total 25%)
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 5 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. 10 Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks 100 ` Additional Comments

Masters - Student Engagement

UCW Masters Level Grading Rubric For Assessment of Student Engagement
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Online Forums Participation 20 Student contributes no answer to the Forum Question or a substantive response to another student's answer Student contributes one answer to the Forum Question or more one substantive response to another student's answer Student contributes one answer to the Forum Question plus one substantive response to another student's answer Student contributes one answer to the Forum Question plus more than one substantive response to another student's answer
Student Self-Assessment 20 Student assesses themself as having participated in up to 50% of the necessary pre-class readings, watched videos, prepared other required learning before class Student assesses themself as having participated in more than 50% of the necessary pre-class readings, watched videos, prepared other required learning before class Student assesses themself as having participated in more than 75% of all the necessary pre-class readings, watched videos, prepared other required learning before class Student assesses themself as having participated in all the necessary pre-class readings, watched videos, prepared other required learning before class
Problem-Solving 20 Student fails to show or attempt to show creativity, perseverence and self-actuation when solving problems Student uses unacceptable levels of creativity, perseverence and self-actuation when solving problems Student uses acceptable levels of creativity, perseverence and self-actuation when solving problems Student uses high levels of creativity, perseverence and self-actuation when solving problems
Teamwork 20 Student has done little or nothing to bring the team activities forward Student has performed minor effort on team activity Student has spent some substantive time on the team activities Student has performed significant activities that bring the team projects and activities forward
Organization & Critical Thinking 20 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Marks 100 Additional Comments

Masters - Quantitative

UCW Master's Level Grading Rubric For Assessment - Quantitative Work
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Interpretation Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words) 15 Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends. Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line. Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph. Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.
Representation Ability to convert relevant information into various mathematical forms(e.g.,equations,graphs,diagrams, tables, words) 10 Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate. Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate. Competently converts relevant information into an appropriate and desired mathematical portrayal. Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.
Calculation 40 Calculations are attempted but are both unsuccessful and are not comprehensive. Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem. Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Calculations are also presented elegantly (clearly, concisely, etc.)
Application/Analysis : Ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis 15 Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work. Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work. Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work. Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.
Assumptions: Ability to make and evaluate important assumptions in estimation, modeling, and data analysis 10 Attempts to describe assumptions. Explicitly describes assumptions. Explicitly describes assumptions and provides compelling rationale for why assumptions are appropriate. Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the accuracy of the assumptions.
Communication: Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized) 10 Presents an argument for which quantitative evidence is pertinent, but does not provide adequate explicit numerical support. (May use quasi-quantitative words such as "many," "few," "increasing," "small," and the like in place of actual quantities.) Uses quantitative information, but does not effectively connect it to the argument or purpose of the work. Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven. Uses quantitative information in connection with the argument or purpose of the work, presents it in an effective format, and explicates it with consistently high quality.
Marks 100 Additional Comments

Masters - Report

UCW Masters Level Grading Rubric For Assessment
1-4 Scale Student Score 1 2 3 4
Percentage Score 0-59 60-67 68-71 72-75 76-79 80-84 85-89 90-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Subject Matter
Paper Requirements Student has mis-understood the paper requirements. Discussions are irrelevant and incorrect. Student has not discussed some important elements. Student has only partially understood the paper reuirements. Some key elements are missing. Student has superficially discussed the important elements. Student has understood the paper requirements and discussed all the key elements of paper in detailed manner. Student has understood the paper requirements and provided novel outlook on the issue. All key elemenys are discussed in multiple ways
Width & depth of Discussion - Analysis Student has just used logic to support the paper discussions. Discussions are very descriptive and not evidence based Student has over relied on theoretical frameworks with little to no discussion of HR policies, laws and practical examples from real life cases. Discussion takes into account multiple real life cases, business scenarios,class discussions and represents a solid level of research Discussion is very knowledgable and correct, taking into account novel approaches and cases throughout the paper
References References are not appropriate to the subject matter or are missing References are not fully appropriate to the subject matter References are timely and appropriate to the subject matter References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts Tables, charts and other media poorly support the presentation of the material of the paper or are not present when they would be of value Tables, charts and other media inadequately support the presentation of the material of the paper Tables, charts and other media adequately support the presentation of the material of the paper Tables, charts and other media fully support and augment the presentation of the material of the paper
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas Paper provides poor level of background knowledge of subject matter. Structure of paper is not clear and is difficult to follow train of thought process. there's a clear disconnect between various concepts (topics/sub-topics). Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Although paper attempts to provide basic background knowledge of subject matter but some key elements are missing. Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Paper provides good level of background knowledge of subject matter Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Paper provides superior level of background knowledge of subject matter Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Style & Mechanics
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/Punctuation/Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks Additional Comments

Masters - Business Plan

UCW Undergraduate Level Grading Rubric For Assessment of Business /Marketing / Finance Plan
1-4 Scale Weight Student Score 1 2 3 4
Percentage Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Subject Matter
Executive Summary 5 Executive Summary is poorly crafted or missing or is misstated Executive Summary is not well-crafted but is acceptable Executive Summary is reasonably well-crafted and is specific to the issue Executive Summary is well-crafted, specific and represents a novel outlook on the issue
Business Concept 10 Business concept is poorly thought out with no or almost no indication for viability or risk Business concept is not well thought out with little indication for viability, risk mitigation not well considered Business concept is well thought out with modest indications for viability, risk mitigation considered Business concept is very thoroughly thought out with strong indications for viability and mitigation of risk
Business Analysis 15 Discussion is incorrect correct, missing many of the pros with little or no discussion of negatives Discussion is inadequately correct, missing some of the pros and most or all of the cons Discussion is correct, taking into account most of the pros and cons and represents a solid level of research Analysis is complete and correct, with robust analysis of the global, nationalk and local business industry including all major competitors and appropriate minor ones with consideration of differentiation from existing market, SWOT fully developed
Sales & Marketing Plan 10 Recommendations are not supported and demonstrat little or no understanding of problem or the consequences of implementation Recommendations are inadequately supported and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available  Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available  Target market robustly identified with demographics fully considered with at least three year sales forecast and Product, Price, Promotion and Place determined
Operating Plan 10 Recommendations are not supported and demonstrat little or no understanding of problem or the consequences of implementation Recommendations are inadequately supported and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available  Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available  Operational issues fully considered, manufacturing process and location, personnel requirements, order fulfilment, quality process considered, operational failure considered
Financial Plan 10 Recommendations are not supported and demonstrat little or no understanding of problem or the consequences of implementation Recommendations are inadequately supported and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available  Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available  Three year financial pro forma prepared with consideration for financing and emergency financing needs anticipated and investment considered
Administrative 5 Recommendations are not supported and demonstrat little or no understanding of problem or the consequences of implementation Recommendations are inadequately supported and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available  Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available  Form of Business, key personnel, business structure, any legal, health or environmental issues discussed
Professionalism 5 Student unable or nearly unable to work independently and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback Student had problems working independently and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
Organization & Critical Thinking
Demonstration of thought process and analysis of problem and resolution using own thoughts and ideas 15 Introduction provides poor level of background of paper Structure of paper is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of paper Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences Introduction provides background of paper missing some key elements Structure of paper is not clear and it is not easy to follow train of thought process Conclusion follows from body of paper but misses key points Critical Thinking is not fully present: missing key points of logical argumentation & reasoning, concrete examples & valid inferences Introduction provides good level of background of paper Structure of paper is clear and train of thought process is understandable Conclusion mostly follows logically from body of paper Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made Introduction provides superior level of background of paper Structure of paper is very clear and easy to follow train of thought process Conclusion follows logically from body of paper Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences
Style & Mechanics (Actual Total 30%)
APA Application of the requirements of the 7th APA manual to create a standardized formatted report 10 7th Ed. APA Manual is not followed or there are significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in: title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in: formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including: properly formatted title page, properly formatted references pages, in-text citations are correclty used, paraphrasing and direct quotes are properly used in the correct context
Grammar/ Punctuation/ Spelling Use of proper English language grammar, spelling and punctuation to create a readable paper. 5 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling
Readability & Style Clarity of thought and appropropriate level of language use that brings the author's thoughts and ideas to the reader. 5 Sentences are lacking in completeness, clearness, consicseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used. Sentences need to be more complete, clear, consicse and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used too much. Sentences are mostly complete, clear, consicse and well-constructed. Transitions moslty maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriatel use of paraphrasing is used sparingly. Sentences are consistently complete, clear, consicse and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is comlpetely appropriate to audience/assessment. No colloquial language or inappropriatel use of paraphrasing used.
Marks 105 Additional Comments

Masters - Teamwork

UCW Master's Level Grading Rubric For Assessment of Teamwork/ Groupwork
1-4 Scale 1 2 3 4
Percentage Score Weight Student Score 0-59 59-71 72-77 78-81 82-84 85-89 88-91 92-100
Grades F C B- B B+ A- A A+
Mastery Level Beginning Developing Competent Mastery
Standard Level Below Standard Approaching Standard At Standard Exceeds Standard
Communication with team members (Team climate) 25 Low or no communication with team members showing no leadership with little or no contribution to the success of the team Communication with team members inconsistent showing minimal or not leadership with modest or little contribution to the success of the team Good communication with team members showing some leadership contributing to the success of the team High level of communication with team members showing leadership with strong contributions to the success of the team
Cooperation with team members (Collaboration) 25 Little or not cooperation with team members. Does not meet team requirements unless under duress Cooperates with team members only when asked but meets team requirements Cooperates with team members proactively and actively meets team goals Very high level of cooperation with team members helping the team succeed, working with all levels of ability between team members helping to create team goals
Concentration on the task (Project management) 25 Does not work to meet team milestones Attempts but does not always meet team milestones Meets team milestones and works toward team success Helps create team direction and team milestones, ensures team success'
Individual contribution 25 Does not contribute meaningfully to the project Individual contribtion that concentrates on own success at the expense of the team Good individual contribution that contributes to the success of the team overall High level of individual contribution, works to ensure project success with team in mind
Marks 100 Additional comments