Rubric for Final Project



A-level qualities


B-level qualities


C-level qualities

1 or 0

D- or F-level qualities
(60–69 or below 60)


Introduction and description of organization

Describes organization very throughly and presents information effectively and clearly; student demonstrates an exceptional understanding of the organization chosen Describes organization adequately and presents information clearly; student demonstrates a good understanding of the organization chosen The student's description of the organization is cursory; information is presented incompletely or ineffectively; student demonstrates minimal understanding of the organization chosen Student makes generalizations about the organization, presents inaccurate information, or seems not to be familiar with the organization  

Development and content

Develops paper with excellent supportive examples; provides a balanced presentation of relevant information and shows a thoughtful, in-depth analysis; reader gains insights Develops paper with effective supportive examples; information displays evidence of a basic analysis; reader gains some insights Does not fully develop paper and lacks proper supportive examples; analysis is basic or general; reader gains few insights Paper is undeveloped or has very few supportive examples; analysis is vague or not evident; reader is confused or may be misinformed  

Coverage of objectives

Consistently and correctly relates course objectives to the organization with exceptional skill Applies course objectives accurately and effectively Attempts to apply course objectives but does so somewhat inaccurately or incompletely or discusses them in a confusing manner Does not make an attempt to apply course objectives or applies them incorrectly  


Arranges ideas clearly and logically to support the purpose of the paper; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning Arranges ideas effectively to support the purpose of the paper; links between ideas are generally clear; reader can follow the line of reasoning for the most part Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest  


Student's conclusions demonstrate exceptional understanding of the organization and of course principles; the recommendations presented are inventive and insightful Student's conclusions are effective and appropriate for the firm; the recommendations are organized and responsive to the needs of the organization Student's conclusions are faulty or superficial; the recommendations are underdeveloped or are not suited to the needs of the organization Student fails to make recommendations for the organization or presents ideas that iare completely inadequate  

Writing mechanics

Writing demonstrates a sophisticated clarity, conciseness, and correctness Writing is accomplished in terms of clarity and conciseness and contains only a few errors Writing lacks clarity or conciseness and contains numerous errors Writing is unfocused, rambling, or contains serious errors  



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: 23–24 = A (93–100); 22 = A– (90–92); 21 = B+ (88–89); 17–20 = B (83–87); 16 = B– (80–82); 15 = C+ (78–79); 11–14 = C (73–77); 10 = C– (70–72); 5–9 = D (60–69); 0–4 = F (below 60).