Program Assessment


Problem-Solving Rubric (0 – 11: Does not meet standard. 12 or above: Meets standard)



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Problem-Solving Rubric (0 – 11: Does not meet standard. 12 or above: Meets standard)





1: Beginner


2: Novice


3: Proficient


4: Advanced


Score

Problem Identification

Does not clearly identify the problem;

Identifies an inappropriate problem or represents the issue inaccurately



Rudimentary problem identification;

Identifies main problem but does omits relevant issues;

Does not identify the relationship between different aspects or issues within the problem.


Clearly identifies main problem and includes some of the subsidiary issues;

Some discussion or relationships between subsidiary issues



Clearly identifies the main problem and subsidiary, embedded or implicit aspects of the problem;

Clearly addresses the relationship among subsidiary issues;

Identifies not only the basics of the issue but also recognizes subtle nuances of the issue





Interpretation

Fails to question data;

Ignores bias;

Misses major content areas;

Detects no inconsistencies;

Chooses biased sources.


Identifies some questions;

Notes some bias;

Recognizes basic content;

States some inconsistencies;

Selects sources adequately.


Asks insightful questions;

Detects bias;

Categorizes content;

Identifies inconsistencies;

Recognizes context.


Analyzes insightful questions;

Refutes bias;

Critics content;

Examines inconsistencies;

Values information






Analysis & Evaluation

Fails to draw conclusions;

Sees no arguments;

Overlooks differences;

Repeats data;

Omits research


Identifies some conclusions;

Sees some arguments;

Identifies some differences;

Paraphrases data;

Assumes information valid.


Formulates conclusions;

Recognizes arguments;

Notices differences;

Evaluates data;

Seeks out information


Examines conclusions;

Uses reasonable judgment;

Discriminates rationally;

Synthesizes data;

Vies information critically





Presentation

Omits argument;

Misrepresents issues;

Excludes data;

Draws faulty conclusions;

Shows intellectual dishonesty


Misconstructs arguments;

Generalizes issues;

Cites sources;

Presents few options;

Overlooks some information


Argues clearly;

Identifies issues;

Attributes sources Suggests solutions;

Incorporates information.




Argues succinctly;

Discusses issues thoroughly;

Shows intellectual honesty;

Justifies decisions;

Assimilates information.

















Total Points:






Written Communication Rubric (0 – 17: Does not meet standard. 18 or above: Meets standard)




1: Beginner

2: Novice

3: Proficient

4: Advanced

Score

Purpose Statement

Ill defined or no thesis or statement of purpose

Vague or inconsistent statement of purpose

Expresses a clear, coherent thesis statement

Creative, insightful and/or skillfully designed thesis statement




Sense of Audience

Unfocused or absent sense of audience

Inconsistent sense of audience;

Uses language inappropriate to target audience



Conveys an accurate sense of audience with appropriate use of disciplinary language

Strong sense of audience demonstrated through form and language




Organization and

development

Inadequate organization and/or development

Some organization evident, but inconsistent

Connects ideas within document and to other sources and ideas;

Points are logically developed and flow logically from one idea to the next



Effective organization contributes to full development of written presentation




Support for ideas

Inappropriate or insufficient details to support thesis

Includes some, but not adequate support for arguments

Advances argument with sound evidence and references

Expertly advances argument with well-researched evidence and documentation




Understand-ing of Topic

Demonstrates little or no understanding of topic

Demonstrates some understanding of topic;

Does not make connections among ideas



Moves beyond surface understanding; Demonstrates facility with topical and disciplinary knowledge

Demonstrates disciplinary understanding and interconnections; makes links that suggest discovery of new information or new ways of relaying information




Use of Grammar

Multiple errors in grammar, sentence structure or spelling

Occasional errors in grammar, sentence structure or spelling

Uses correct grammar, sentence structure and spelling throughout document

Readability enhanced by facility in language use, range of diction and syntactic variety

















Total Points:





Walton College Business Plan Rubric

Retrieved January 3, 2007 from http://webquest.waltoncollege.uark.edu/Heather/BusinessPlanRubric.doc


Business Name: ________________________________________

Team Members: ________________________________________

________________________________________

________________________________________





CATEGORY

4

3

2

1

Score

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well constructed.

The information is disorganized.




Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.




Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.




Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.




Mechanics

No grammatical, spelling or punctuation errors.

1-3 grammatical, spelling or punctuation errors

4-6 grammatical spelling, or punctuation errors.

7 or more grammatical, spelling, or punctuation errors.




Product Idea

Idea is realistic, well planned, and each part of the business plan fully developed.

Idea is realistic, mostly well planned, and 1-2 sections of the business plan are NOT fully developed.

Idea is somewhat realistic, partially well planned, and 3-4 sections of the business plan are NOT fully developed.

Idea is not realistic, is not well planned, and each part of the business plan is NOT developed.




Sources

All sources (information and graphics) are accurately documented.

All sources (information and graphics) are documented, but has a 1-2 errors.

All sources (information and graphics) are documented.

One or more sources are not accurately documented.



Source:


http://faculty.css.edu/dsurges/ASSESSMENT/EVALUATIONRUBRIC--cases-6500.htm
EVALUATION RUBRIC

Financial Case Analysis (The College of St. Scholastica)

 


Category

Unacceptable=0

Fair = 2

Good = 3

Excellent =4

Score

Financial Analysis

Is barely able to complete the calculations

Completes the calculations and sets up analysis of financial statements

Completes calculations and notes differences on financial statements by number and percentage

Completes all calculations, presents ratios and financial statement analysis by category, number and percentage.



Comparison to past performance and industry

Is barely able to spot any trends.

Is able to spot growth and slowing trends from income statement

Can determine at least 2 trends, and can relate them to financial statements.

Can spot 5 trends from both vertical, horizontal and ratio analysis and is able to relate them to each other



Reasons for fluctuations

Offers only most basic reasons. Does not indicate the causes for fluctuations.

Can offer two major reasons for fluctuations, and some indication of causes.

Can offer at least 3 reasons for fluctuations, and trace them to basic financial statements

Can offer many hypothetical reasons for fluctuations, trace them throughout financial statements, and spot strategic successes and failures



Changes in cash flow

Cannot relate financial activity to cash flows

Can relate general information from the financial statement to cash flows

Is able to determine changes in cash flows from the main sectors of financial statements

Can separate each category on all of the financial statements and accurately predict future changes based on strategic changes

.




Industry evaluation

Does not address industry placement or attractiveness

Can place the business in the appropriate industry and make general comparisons.

Is able to compare at least 3 trends in the industry that are evident in business financial statements

Is able to evaluate industry attractiveness, and spot at least 5 examples of how the business compares to the industry trends




Credit risk

Does not evaluate credit risk

Makes general statements about credit risks

Makes specific statements about credit items impact the financial statements. Offers basic recommendations.

Can assess risk, make specific statements and offer specific recommendations for improving the cost of credit.



Missing information

None missing

Can determine whether general information is missing.

Asks general questions of management in the firm being analyzed

Offers a detailed set of questions to obtain specific information to assist in the analysis. If approval is granted, it is accompanied by covenants that will reduce the risk to the stakeholders.



Recommendations & Covenants

None offered

Offers recommendation, but doesn’t offer concrete reasons

Offers recommendation and provides at least 2 concrete reasons

Offers recommendation that takes all information into account and offers at least 5 concrete reasons and covenants.



Format of Presentation

Not well organized, many grammatical and spelling errors.

Average organization with few grammatical and syntax errors.

Neatly presented and well organized, with few grammatical errors. Analysis of case is well done.

excellent presentation and organization. Thorough analysis is provided with no grammatical or syntax errors



 

TOTAL SCORE __________

STUDENT NAME _____________________________________


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