stratagic management
Aarav02
Rubricforprojectandassignments.xlsxCase analysis
| 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 |
Capstone report
| 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 |
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 |
