|
4 |
3 |
2 |
1 |
|
Completeness |
Complete in all respects; reflects all requirements | Complete in most respects; reflects most requirements | Incomplete in many respects; reflects few requirements | Incomplete in most respects; does not reflect requirements | |
Understanding |
Demonstrates a sophisticated understanding of the |
Demonstrates an accomplished understanding of the |
Demonstrates an acceptable understanding of the |
Demonstrates an inadequate understanding of the |
|
Analysis, evaluation, and recommendations |
Presents an insightful and thorough analysis of all issues identified | Presents a thorough analysis of most issues identified | Presents a superficial analysis of some of the issues identified | Presents an incomplete analysis of the issues identified | |
| Makes appropriate and powerful connections between the issues identified and the management concepts studied in the course | Makes appropriate connections between the issues identified and the management concepts studied in the course | Makes appropriate but somewhat vague connections between the issues and concepts studied in the course | Makes little or no connection between the issues identified and the management concepts studied in the course | ||
Writing mechanics |
Writing demonstrates a sophisticated clarity, conciseness, and correctness; includes thorough details and relevant data and information; extremely well-organized | Writing is accomplished in terms of clarity and conciseness and contains only a few errors; includes sufficient details and relevant data and information; well-organized | Writing lacks clarity or conciseness and contains numerous errors; gives insufficient detail and relevant data and information; lacks organization | Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized | |
Total: |
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Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 19–20 = A (93–100); 18 = A– (90–92); 17 = B+ (88–89); 14–16 = B (83–87); 13 = B– (80–82); 12 = C+ (78–79); 9–11 = C (73–77); 8 = C– (70–72); 4–7 = D (60–69); 0–3 = F (below 60).
Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 16 = A (93–100); 15 = A– (90–92); 14 = B+ (88–89); 12– 13 = B (83–87); 11 = B– (80–82); 10 = C+ (78–79); 8–9 = C (73–77); 7 = C– (70–72); 3–6 = D (60–69); 0–2 = F (below 60).