Marketing
Khyati301192
MRKT621Rubrics.xlsxSheet4
| Rubric For Assessment of Case Study | |||||||||
| Levels | Weight | Beginning: 0% - 50% | Developing: 50% - 65% | Competent: 65% - 85% | Mastery: 85% - 100% | ||||
| B1: 0% - 25% | B2: 25% - 50% | D1: 50% - 58% | D2: 58% - 65% | C1: 65% - 75% | C2: 75% - 85% | M1: 85% - 95% | M2: 95% - 100% | ||
| Subject Matter | |||||||||
| 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 | |||||||||
| Critical Thinking | 20 | Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited. | Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. There are one or two minor errors in explanation. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. | ||||
| Style & Mechanics | |||||||||
| Written Delivery Style & Grammar | 15 | Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. | Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. | ||||
| Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 15 | Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. | Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. | ||||
| Marks | 100 | ||||||||
Report
| Rubric For Assessment of Report | |||||||||
| Levels | Weight | Beginning: 0% - 50% | Developing: 50% - 65% | Competent: 65% - 85% | Mastery: 85% - 100% | ||||
| B1: 0% - 25% | B2: 25% - 50% | D1: 50% - 58% | D2: 58% - 65% | C1: 65% - 75% | C2: 75% - 85% | M1: 85% - 95% | M2: 95% - 100% | ||
| Subject Matter | |||||||||
| Problem, Background | 10 | 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 | ||||
| Discussion of Findings | 15 | Discussion is incorrect, 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 | Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions | ||||
| Managerial Recommendation | 15 | 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 | ||||
| Scholarly Sources | 10 | Student identifies few peer-reviewed references and/or references are not in proper APA format in his/her Reference section and/or references are not current or relevant to study. | Student identifies some peer-reviewed references in proper APA format in his/her Reference section. Most references are correctly formatted, current, and relevant to study. | Student identifies several peer-reviewed references in proper APA format in his/her Reference section. All references are correctly formatted, current, and relevant to study. There are one or two minor errors. | Student identifies several peer-reviewed references in proper APA format in his/her Reference section. All references are correctly formatted, current, and relevant to study. There are no errors. | ||||
| Organization & Critical Thinking | |||||||||
| Critical Thinking | 20 | Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited. | Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. There are one or two minor errors in explanation. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. | ||||
| Style & Mechanics | |||||||||
| Written Delivery Style & Grammar | 15 | Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. | Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. | ||||
| Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 15 | Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. | Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. | ||||
| Marks | 100 | ||||||||
Student Engagement
| Rubric For Student Engagement | |||||||||
| Levels | Weight | Beginning: 0% - 50% | Developing: 50% - 65% | Competent: 65% - 85% | Mastery: 85% - 100% | ||||
| B1: 0% - 25% | B2: 25% - 50% | D1: 50% - 58% | D2: 58% - 65% | C1: 65% - 75% | C2: 75% - 85% | M1: 85% - 95% | M2: 95% - 100% | ||
| 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 |
Presentation
| Rubric For Assessment of Presentation | |||||||||
| Level | Beginning: 0% - 50% | Developing: 50% - 65% | Competent: 65% - 85% | Mastery: 85% - 100% | |||||
| B1: 0% - 25% | B2: 25% - 50% | D1: 50% - 58% | D2: 58% - 65% | C1: 65% - 75% | C2: 75% - 85% | M1: 85% - 95% | M2: 95% - 100% | ||
| Subject knowledge - Summary | 20 | 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 presentation Structure of presentation is not clear and is difficult to follow train of thought process Conclusion does not follow logically from body of presentation Critical Thinking is lacking: missing logical argumentation & reasoning, concrete examples & valid inferences | Introduction provides background of presentation missing some key elements Structure of presentation is not clear and it is not easy to follow train of thought process Conclusion follows from body of presentation 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 presentation Structure of presentation is clear and train of thought process is understandable Conclusion mostly follows logically from body of presentation Critical Thinking is present: logical argumentation & reasoning shows, reasonable examples & valid inferences are made | Introduction provides superior level of background of presentation Structure of presentation is very clear and easy to follow train of thought process Conclusion follows logically from body of presentation Critical Thinking is present through: logical argumentation & reasoning, concrete examples & valid inferences | ||||
| Marks | 100 | ||||||||
Teamwork
| For Assessment of Teamwork/ Groupwork | |||||||||
| Level | Beginning: 0% - 50% | Developing: 50% - 65% | Competent: 65% - 85% | Mastery: 85% - 100% | |||||
| B1: 0% - 25% | B2: 25% - 50% | D1: 50% - 58% | D2: 58% - 65% | C1: 65% - 75% | C2: 75% - 85% | M1: 85% - 95% | M2: 95% - 100% | ||
| 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 | |||||||
