A sample of grading rubrics
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This document outlines a grading rubric and scale. It provides letter grades from A-F that correspond to percentage scores. An A is 94-100%, a B is 84-86%, a C is 73-76%, a D is 63-66%, and an F is below 60%. General criteria are given for each grade level to describe expectations for completeness, quality, understanding, analysis, presentation skills, and use of sources and technology. An A demonstrates exemplary work that significantly exceeds expectations, a B meets expectations with good quality, and a C only partially meets expectations with inconsistent or superficial understanding. Lower grades indicate more incomplete or unacceptable work that does not meet expectations.
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Work of distinguished quality which is based on extensive research and/or strong
t
echnical and creative competence. An authoritative grasp of concepts, methodology and content appropriate to the subject/discipline and to the assessment task will be demonstrated. There is clear evidence of originality and insight and an ability to sustain an argument and/or solve discipline-related problems, based on critical analysis and/or evaluation. The ability to synthesise material effectively and the potential for skilled innovation in thinking and practice will be evident. Capability in relation to relevant key skills for the assessment task will also be strongly evidenced.
A-
A first
Work of very good quality which displays most, but not all of the A grade characteristics for the level concerned.
B+
A high upper second
Work which clearly fulfils all the criteria of the B grade for the level concerned, but shows greater insight and/or originality.
B
A good upper second
Work of good quality which is based on a wide range of properly referenced sources and/or creative input, demonstrating a sound and above average level of understandingof concepts, methodology and content appropriate to the subject/discipline and to the assessment task. There is clear evidence of.
AC6P01 Accounting Theory and PracticeCritical Report (2000 wor.docx
AC6P01 Accounting Theory and Practice
Critical Report (2000 words max. but excluding appendix, references and Bibliography)
50% weighting
Total marks: 100
Required:
You are to write up one of your presentations’ which was on the area of International Financial Accounting (IAS 1 financial statement ), Management Accounting (strategic management accounting). You are required to write a critical report (not essay) examining, in depth the issues centred on your (short) presentation
Examine the fundamental issue/s in the Financial or Management Accounting or Business Ethics area is fundamental and impossible to cover in a presentation. Assess and evaluate the impact on the accounting profession and if applicable possible changes to the profession as a result of the research.
It is important not to broaden the scope of the report but to keep it narrow and deep in order to appropriately analyse and evaluate.
Structure, critical analysis, evaluation, research, bibliography and internal referencing (Harvard referencing style) are important for a good mark, as is structure and use of appendix.
You have had a formal session and guidance on plagiarism. Breach of the University’s guidelines on Plagiarism will be reported without hesitation. Punishment includes suspension for up to one year- you have been warned.
(A hardcopy submission should also be provided).
Assessment Grades
All assessed work for the module will be given a grade. These grades are awarded according to the following general criteria. However, it is indicative and not meant to be restricted and rigidly adhered to. It will assist you with assessments 1 and 3.
A+
An exceptional first
Work which fulfils all the criteria of the A grade, but at an exceptional standard for the level concerned.
A
A good first
Work of distinguished quality which is based on extensive research and/or strong
t
echnical and creative competence. An authoritative grasp of concepts, methodology and content appropriate to the subject/discipline and to the assessment task will be demonstrated. There is clear evidence of originality and insight and an ability to sustain an argument and/or solve discipline-related problems, based on critical analysis and/or evaluation. The ability to synthesise material effectively and the potential for skilled innovation in thinking and practice will be evident. Capability in relation to relevant key skills for the assessment task will also be strongly evidenced.
A-
A first
Work of very good quality which displays most, but not all of the A grade characteristics for the level concerned.
B+
A high upper second
Work which clearly fulfils all the criteria of the B grade for the level concerned, but shows greater insight and/or originality.
B
A good upper second
Work of good quality which is based on a wide range of properly referenced sources and/or creative input, demonstrating a sound and above average level of understandingof concepts, m.
Adjustment for guessing
Negative marking on multiple choice tests deducts points for incorrect answers to discourage guessing, though students dislike it, and it is not used for descriptive exams. Measurement and evaluation are processes for quantifying individual achievement through assigning values or symbols to observable phenomena and determining learning outcomes through qualitative assessment. Various types of tests, measures of central tendency and variability, grading philosophies, and key terminology are discussed for educational measurement and evaluation.
ART 124 Mobile Digital Photography - (Syllabus) St. Norbert College
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Page 1 of 5 Coursework Assignment Brief Semes.docx
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
Creating Meaningful Rubrics
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Ben Walker PSP3 presentation assessment sheets GBA.docx
This document provides details of Ben Walker's oral presentation assessment, including:
- An overall grade of 72, in the upper 2nd class range.
- Feedback on different assessment categories including structure, delivery, visual aids, content, and handling of questions. Suggestions are provided for improvement.
- Space for student comments on how they will use the feedback to improve future work.
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Active learning & classroom assessment practices
This document discusses various assessment techniques including formative and summative assessment, criteria for good assessment, and examples of performance-based assessments. Formative assessment occurs during instruction to inform teaching, while summative assessment happens at the end to evaluate learning. Good assessments are valid, reliable, standardized, practical, and have positive washback effects on teaching and learning. Performance-based assessments examples include K-W-L charts, pass slips, portfolios, peer assessment, and self-assessment. The role of assessment is to align learning objectives, instruction, and evaluation of skills and knowledge.
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PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, the marker's name, and the overall grade of 74%, equivalent to an upper second class degree. It provides assessment criteria for structure, delivery, visual aids, content, and handling of questions. For each criterion, descriptive feedback is given on what was done well and possibilities for improvement. The marker notes the good slides, clear delivery, well-structured presentation, and description of work experience and skills. They suggest the student could have expanded discussion of future career options. The student is asked to comment on how they will use the feedback to improve future work.
PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, as well as the overall grade of 74%, placing the work in the upper second classification.
The assessment criteria are divided into five sections - structure, delivery, visual aids, content and handling of questions. For each section, descriptors are provided for performance levels ranging from excellent to highly insufficient.
Feedback on the student's presentation notes their good slides, clear delivery, well-paced structure and description of work experience. A suggestion is made to expand future career discussion. The student is asked to comment on how they will use the feedback.
Ben PSP3 presentation assessment sheets GBA.docx
This document provides details of a student's oral presentation coursework assessment. The student, Ben Walker, received an overall grade of 72%, placing him in the 2nd Upper classification. The presentation is evaluated across several criteria, including structure, delivery, visual aids, content, and handling of questions. For each criterion, feedback is provided on the student's strengths and areas for improvement. The assessor, Adrian Hall, signs off with a note encouraging the student to engage the audience more and look up from the slides. The student is advised to use this feedback to improve future work.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
Assessment of learning
This document outlines an assessment framework that uses multiple levels and tools to evaluate student learning. It discusses:
1. Four levels of assessment - knowledge, skills, understanding, and products/performances - that will each be weighted and used to measure student attainment of learning standards.
2. Various tools that can be used to measure the different levels, like quizzes, projects, and tests.
3. How student performance will be reported using levels of proficiency like beginning, developing, proficient, and advanced.
4. Guidelines for providing feedback, promoting students to the next grade level, and assisting struggling students through remediation.
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A sample of grading rubrics
- 1. Grading Grades will be calculated and assessed as follows: Grade Percentage Score Description A 94-100% Exemplary A- 90-93% Excellent B+ 87-89% Very Good B 84-86% Good B- 80-83% Satisfactory C+ 77-79% Satisfactory C 73-76% Acceptable C- 70-72% Marginally Acceptable D+ 67-69% Marginally Acceptable D 63-66% Pass D- 60-62% Minimal Pass F below 60% Fail General Grading Rubric/Criteria: A Work is complete, original, insightful, of a level and quality that significantly exceeds expectations for the student’s current level of study*. Products demonstrate in-depth understanding of course issues, a high level of analytical skills, are clearly and creatively presented with negligible errors in grammar, citation and source referencing, in proper and consistent style (APA or other) and drawn from an extensive and wide range of quality sources. Technology was explored and where appropriate, effectively utilized in research, analysis and presentations. B Work is complete, of a level that meets expectations and is of a quality that is acceptable and appropriate given the student’s current level of study*. Products demonstrate a solid understanding of course issues, good analysis and are clearly and neatly presented with limited errors in grammar and citation and source referencing in generally consistent style (APA or other) drawn from a good range of sources. Technology was explored and where appropriate, utilized in research, analysis and/or presentations. C Work is partially incomplete, late (with instructor permission/approval) and/or of a level that only partially meets expectations and/or that does not meet acceptable standards given the student’s level of study*. Products demonstrate inconsistent or superficial understanding of course issues with little analysis demonstrated and/or contains significant grammatical errors and incorrect/inconsistent use of citation and referencing drawn from limited and/or mixed quality sources. Technology was minimally or inappropriately used in research, analysis and/or presentations. D Work is incomplete, late and/or of a level that only partially meets * 1
- 2. expectations and/or is largely unacceptable given the student’s current level of study* and standing. Products demonstrate limited understanding of course issues and exhibit little analysis and/or contains significant grammatical errors and insufficient/incorrect/inconsistent use of citation and referencing drawn from few (if any) low-quality sources. Technology was not used or inappropriately used in research, analysis and/or presentations. F Major assignments are missing, incomplete or excessively late without permission of instructor and/or demonstrates lack of effort and/or lack of understanding of central course concepts. W Withdrawal (note: last day to withdraw from classes with an automatic grade of “W” is ____(date). (Developed by Dr. Bonnie B. Mullinix 1999-2003, Monmouth University) 2