business
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RubricFolioONLINE.xlsx| Dr. Laura Pohopien | ||||
| RUBRIC APPLIED BUSINESS COMMUNICATION | ||||
| Topic | ||||
| 0-4 points | 5-8 points | 9-10 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | Exceeds Expectations | |
| Screen Shots Part 1 | Default or casual/unprofessional photo, minimal headline with limited editing | Includes personal photo and headline, missing details which heighten headline interest | Includes business professional looking photo, and completed edited headline | |
| Screen Shots Part 2 | Lists CPP but not a proper tag, may miss degree pursuit and/or graduation date, adds many JC degrees adds high school | Includes CPP, missing tag, degree pursuit, and/or expected graduation | Includes proper CPP tag, degree pursuit, and expected graduation | |
| Screen Shots Part 3 | Includes some work/and or relevant volunteer experience with no or limited explanation | Includes work and/or relevant volunteer experience with duty driven explanation | Includes work and/or relevant volunteer experience with a focus on accomplishments | |
| Overall | Limited effort in design, content and editing | Design, content, and editing approaching completeness | Design, content, and editing resemble a fully professional account |
Chapters 1, 2, 3 Questions
| Dr. Laura Pohopien | ||||
| RUBRIC APPLIED BUSINESS COMMUNICATION | ||||
| Topic | ||||
| Chapter Review Questions | ||||
| 0-2 points | 3-4 points | 5 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | Exceeds Expectations | |
| Answers | Missing textbook information and personal examples. Missed answering questions | Provides answers with limited textbook information and personal examples. | Provides clear answers with textbook content related. Incorporates personal examples within to all the assigned questions | |
| Format and Content | Sloppy editing with a lack of attention to detail, did not add the question and/or numbered responses. | Limited editing and some sentence/grammar errors. Adds the question before the answer and is numbered | Edits for typos, sentence structure and grammar, has 2 or more sentences in the answer, adds the question before the answer and is numbered | |
| Overall | Demonstrated limited knowledge through answers and incomplete. | Used some book knowledge and personal examples. Responses were brief | Utilized book knowledge and lecture notes along with personal examples to provide complete responses. |
Business Correspondence
| Dr. Laura Pohopien | ||||
| RUBRIC APPLIED BUSINESS COMMUNICATION | ||||
| Topic | ||||
| Business Correspondence | ||||
| 0-4 points | 5-8 points | 9-10 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | Exceeds Expectations | |
| Direct and Indirect Plan | Demonstrates little understanding in the use of both plans vis a vis the 3 message types and does not follow the format for each given message. | Demonstrates decent understanding in the use of both plans vis a vis the 3 message types and somewhat follows the format for each given message. | Demonstrates clear understanding in the use of both plans vis a vis the 3 message types and follows the format for each given message. | |
| Scenario Interpretation | Demonstrates little understanding of the scenario by providing a poor response according to the goals of effective business communication and assertive approach. Could be aggressive in response. | Demonstrates decent understanding of the scenario by providing a limited response somewhat bypassing the goals of effective business communication and assertive approach. Could be passive aggressive | Demonstrates clear understanding of the scenario by providing a proper response according to the goals of effective business communication and assertive approach | |
| Creative Style | Provides little information in strategic areas of the message that would demonstrates that the student lacks knowledge of the scenario and its assumptions. | Provides little additional information in strategic areas of the message and demonstrates that the student used little research to guide their response. | Provides thorough information in strategic areas of the message and demonstrates that the student used extensive research to guide their response. | |
| Grammar and Punctuation | Sloppy editing with a lack of attention to detail. | Limited editing and some sentence/grammar errors. | Edits for typos, sentence structure and grammar |
Business Proposal
| Dr. Laura Pohopien | ||||
| RUBRIC APPLIED BUSINESS COMMUNICATION | ||||
| Topic | ||||
| Business Proposal | ||||
| 0-6 points | 7-13 points | 14-15 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | Exceeds Expectations | |
| Content Completion | Includes some of the required sections for SOW proposals with minimal graphics and explanations of work. No statement of contract signing and date due | Includes most of required sections for SOW proposals with some graphics and explanations of work. Finishes with a statement of contract signing and date due | Includes all required sections for SOW proposals with full graphics and explanations of work. Finishes with a statement of contract signing and date due | |
| Creative Style | Provides little information in strategic areas of the message that would demonstrates that the student lacks knowledge of the scenario and its assumptions. | Provides additional information in strategic areas of the message and demonstrates that the student used little research to guide their response. | Provides thorough information in strategic areas of the proposal which demonstrates that the student used extensive research to guide their response. | |
| Persuasive Format | Demonstrates little understanding in the use of persuasive requests as discussed in the business correspondence portion of the course. | Demonstrates decent understanding in the use of persuasive requests as discussed in the business correspondence portion of the course.. | Demonstrates clear understanding in the use of persuasive requests as discussed in the business correspondence portion of the course. | |
| Grammar and Punctuation | Sloppy editing with a lack of attention to detail. | Limited editing and some sentence/grammar errors. | Edits for typos, sentence structure and grammar |
Video Presentation
| Dr. Laura Pohopien | ||||
| RUBRIC APPLIED BUSINESS COMMUNICATION | ||||
| Topic | ||||
| Video Presentation | ||||
| 0-2 points | 3-4 points | 5 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | Exceeds Expectations | |
| Organization | Ideas may not be focused or developed; the main purpose is not clear. The introduction is undeveloped. Main points are difficult to identify. Transitions may be needed. There is no conclusion or may not be clear the presentation has concluded. Conclusion does not tie back to the introduction. Audience cannot understand presentation because there is no sequence of information. | Main idea is evident, but the organizational structure many need to be strengthened; ideas may not clearly developed or always flow smoothly and the purpose is not clearly stated. The introduction may not be well developed. Main points are not clear. Transitions may be awkward. Supporting material may lack in development. The conclusion may need additional development. Audience has difficulty understanding the presentation because the sequence of information is unclear. | Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. The introduction gets the attention of the audience and clearly states the specific purpose of the speech. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. (If the purpose of the presentation is to persuade, there is a clear action step identified and an overt call to action.) | |
| Creative Style | Provdes little informaion in strategic areas of the message that would demonstrates that the student lacks knowledge of the presentation essential format. | Provdes additional informaion in strategic areas of the message and demonstrates that the student used little of the format to guide their story. | Provdes thorough informaion in strategic areas of the proposal which demonstrates that the student used the format to create a story. | |
| Audience/Professor Adaptation | The presenter is not able to keep the audience engaged. Topic selection does not relate to audience needs and interests. | The presenter is able to keep the audience engaged most of the time. Generally, the speaker demonstrates audience awareness through nonverbal and verbal behaviors. Topic selection and examples are somewhat appropriate for the audience, occasion, or setting. Some effort to make the material relevant to audience needs and interests. | The presenter is able to effectively keep the audience engaged. Delivery style is modified as needed. Topic selection and examples are interesting and relevant for the audience and occasion. | |
| Delivery | The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonwords (“ums”) are used excessively. Articulation and pronunciation tend to be sloppy. Poise of composure is lost during any distractions. Audience members have difficulty hearing the presentation. | The delivery generally seems effective – however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed. Vocal tone, facial expressions, clothing and other nonverbal expressions do not detract significantly from the message. The delivery style, tone of voice, and clothing choices do not seem out-of-place or disrespectful to the audience or occasion. Some use of nonwords are observed. Generally, articulation and pronunciation are clear. Most audience members can hear the presentation. | The delivery is extemporaneous -- natural, confident, and enhances the message – posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate. The vocal tone, delivery style, and clothing are consistent with the message. Delivery style and clothing choices suggest an awareness of expectations and norms. Limited use of nonwords is observed. Articulation and pronunciation are clear. All audience members can hear the presentation. |
Discussion Board Posts
| Dr. Laura Pohopien | |||
| RUBRIC APPLIED BUSINESS COMMUNICATION | |||
| Topic | |||
| Discussion Board Posts | |||
| 0-1.5 point | 2-2.5 points | ||
| Evaluation Item | Does Not Meet Expectations | Meets Expectations | |
| Organization | Ideas may not be focused or developed; the main purpose is not clear. Main points are difficult to identify. There is no conclusion or may not be clear in their opinion. | Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose and opinion is clear. Main points are clear and organized effectively. The conclusion is satisfying and relates back to introduction. | |
| Creative Style | Provdes little informaion in strategic areas of the message that would demonstrates that the student lacks knowledge of the essential nformation. | Provdes additional informaion in strategic areas of the message and demonstrates that the student understood the information. | |
| Grammar and Punctuation | Sloppy editing with a lack of attention to detail. | Edits for typos, sentence structure and grammar |
