Rubric for Class Participation Assessment Criteria Not Good Enough (0 score <6) Good (6 score <9) Very Good (9 score 10) Score Criterion 1 Preparation Students does not show evidence of consideration of assigned readings/cases Student shows knowledge of the content of assigned readings as well as methods/results of assigned work Student shows application of key concepts from background work to the discussion at hand Criterion 2 Engagement Students only contributed when forced to do so or chooses not to be involved in discussion Student is engaged and involved in discussion in every session Students leads discussions forward on a consistent basis whether prompted by instructor or not Criterion 3 Listening Student input does not show consideration of other statements or class input Participation shows awareness and understanding of what is presented by both instructor and other students Shows how insights presented by others expands understanding of critical content Criterion 4 Pedagogical value Comments are rare and/or do not add to the understanding of relevant material Participations moves discussion forward and/or presents ideas beyond statement of facts or information Synthesis of concepts is displayed in a fashion that enlightens the group Total Score Rubric for Homework Submissions
Assessment Criteria Not Good Enough (0 score <6) Good (6 score <9) Very Good (9 score 10) Score Criterion 1 Demonstrates how to translate problem description to a consistent construct Does not convey problem setting as a model with internal consistency Presents decision setting clearly, concisely, and completely Shows how nuances of course material lead to model and decisions which expand upon introductory concepts Criterion 2 Presents analysis in a way that produces useful insights Submission does not show evidence of underlying logic and/or does not does not relate to decision setting Work shows how a good decision follows from analysis Demonstrates methodology of general applicability across problem domains Criterion 3 Captures important aspects of problem setting and supports decision making Includes information not relevant to the problem and/or omits major elements of significance Includes relevant information and excludes distracting content Explains why some input is used and why other content is omitted in a way that adds clarity and leads to a consistent way to evaluate complex problem settings Criterion 4 Presents work in a way that reflects professionalism and care for client needs Work is hard to follow and/or read. Work does not show the logic behind the analysis Presentation is clear, neat, and complete Presentation shows that client or decision makers characteristics are incorporated into all work. Total Score
Rubric for Written Submission on Case Discussions Assessment Criteria Not Good Enough (0 score <6) Good (6 score <9) Very Good (9 score 10) Score Criterion 1 Demonstrates appreciation of multiple perspectives and experiences Does not recognize perspectives of others, and/or dismisses them as having no value Recognizes multiple perspectives and can explain how they added to the quality of the discussion Explains how exposure to new perspectives evidenced during discussions served to change personalities or improve working environment. Criterion 2 Explains how new perspective helped improve learning experience Cannot recall instances in which other perspectives or ideas made a positive impression or contribution Can identify at least 2 perspectives and explain how each added to the learning experience Can highlight specific experiences that altered student’s consciousness regarding how to deal with others on future projects and work tasks. Criterion 3 Demonstrates recognition of value of group discussion Undermines classroom dynamics or only focuses on how group discussion hindered student efforts to get attention Can identify at least 2 instances of how information provided in class discussion improved of difficult topic and/or explains how student improved classroom dynamics to help the discussion progress Explains how student showed leadership in improving classroom dynamics in a way that created lessons that the entire class may benefit from in all future endeavors Criterion 4 Explains insight related to business gained through experience in class discussions Found no insight from experience or cannot express it an a coherent fashion Can explain at least 2 lessons learned about business from discussions that will be of value to student in future endeavors Explains new insight that is not borrowed from course readings or instructions. Shows how this insight will help student in future jobs/endeavors. Total Score