Program Assessment

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EVALUATED BY: _____________________________________



Very Poor (0)

Poor (1)

Average (2)

Good (3)

Excellent (4)




Clarity, completeness

Misses two or more elements of the case; major factual errors misinterprets case assignments.

Misses one major element of the case; leaves out essential information; some minor factual errors.

Handles case material competently; includes essential information; factually correct.

Handles all elements of the case with skill; develops and supports ideas in a better- than- average way.

Handles all elements of the case professionally; develops and supports ideas using well- chosen examples and creative details.



Grammar, spelling, punctuation

Makes repeated grammatical or syntactical errors. Frequently misspells homonyms.

Makes disruptive grammatical/ syntactical errors such as run-ons, fragments, unintelligible sentences.

Writes generally correct prose; occasionally fails to catch minor grammatical errors.

Proofreads well enough to eliminate most grammatical errors; may have minor problems with punctuation or usage.

Makes virtually no grammatical or syntactical errors. Establishes credibility with the audience.



“you” attitude; awareness of reader’s needs

Lacks audience awareness. Is rude, hostile, discourteous, or insulting to the reader.

Writer- focused; lacks you attitude, positive emphasis, audience awareness.

Is polite; does not slight the reader. Uses positive emphasis.

Is courteous; addresses readers’ needs and/or concerns; makes no unreasonable demands.

Reader-focused; addresses readers’ questions and/or objections; creates goodwill.



Purpose, effectiveness of approach, professionalism means used.

Presents a disorganized, unprofessional document. Projects a negative image of the writer and of the organization.

Is unclear about purpose; unclear topic sentences, arrangement of ideas, and transitions.

Is clear; correctly uses the “checklist” approach; makes no serious false step; gets the job done.

Employs good strategy; finds a fresh way of solving the problem; effective sequencing of ideas.

Adopts strategy to achieve desired outcome; clearly defines purpose and uses logical and/or emotional appeal effectively.



a) tone, word choice

b) document design

a) Uses garbled style. Plagiarizes.

b) Format interferes with readability

a) Writes in a notably awkward manner: misuses words and idioms; uses slang; wordy; uses some borrowed language.

b) Imbalanced or cluttered design.

a) Writes serviceable prose; uses active voice, strong, action verbs; rarely uses jargon or clichés.

b) Readable format.

a) Writes clearly, concisely, and coherently; employs syntactical variety with general success. Creates a friendly, business-like, positive style.


b) Design helps readers find the information they need.

a) Demonstrates a sophisticated grasp of the language; writes in a fluid manner; varies syntax and vocabulary; uses original language.

b) Design helps readers understand and remember information.

This is what your grade would mean at work.

Your position has been posted on the Internet.

The boss is scrutinizing your work for improvement; you’re on probation.

The boss judges this document acceptable subject to minor revisions.

Your job promotion is probable.

Your job promotion is ensured.

Literacy is a threshold category. You must earn a “C” in literacy to receive a passing grade on your assignment.
omment: ______________________________________________________________________________________

University of Prince Edward Island: Bus 241 Prof: Mark Hemphill

MIS for the Information Age - Spring 2006

Group Project Rubric (written report)

Your final report will be expected to meet high standards of excellence in both content and presentation. Don't leave your written report to the last minute. Proofread thoroughly. See the writing centre for help if needed.


Performance Element








Purpose and Focus

Establishes and maintains clear focus; evidence of distinctive voice and/or appropriate tone

Focused on a purpose; evidence voice and/or suitable tone

An attempt to establish and maintain purpose and communicate with the audience

Limited awareness of audience and/or purpose



Development of Ideas

Depth and complexity of ideas supported by rich, engaging and/or pertinent details; evidence analysis, reflection and insight

Depth of idea development supported by elaborated, relevant details

Unelaborated idea development; unelaborated and/or repetitious details

Minimal idea development, limited and/or unrelated details




Use of references indicate substantial research

Use of references indicate ample research

Some references

Few references




Careful and/or suitable organization

Logical organization

Lapses in focus and/or coherence

Random or weak organization



Sentence Structure

Variety of sentence structure and length

Controlled and varied sentence structure

Simplistic and/or awkward sentence structure

Incorrect or lack of topic and/or ineffective wording and/or sentence structure




Precise and/or rich language

Acceptable, effective language

Simplistic and/or imprecise language

Incorrect and/or ineffective wording and/or sentence structure



Grammar and Formatting

Full Control of surface features

Few errors in grammar or format relative to length and complexity

Some errors in grammar and/or format that do not interfere with communication

Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)



Total Points






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