This document provides a rubric for self-evaluating problem solving skills when analyzing case studies. The rubric assesses performance on various criteria related to problem solving in six areas: understanding, application, analysis, synthesis, evaluation, and a total score. For each criterion, performance can be rated as excellent, adequate, or poor based on descriptors provided. The goal is to help students identify strengths and areas for improvement in applying problem solving principles and tools to complex situations.
Ms 95 - research methodology for management decisionssmumbahelp
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From the CALPER/LARC Testing and Assessment Webinar Series
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Webinar Date: February 21, 2013
Ms 95 - research methodology for management decisionssmumbahelp
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
In Chuck Norris we trust - A3 thinking introHanno Jarvet
How to get rid of assumptions, egos and opinions and base your change initiatives on data instead. A3 thinking allows you to craft strategies for change and improvement. Here is a short overview of how to do it.
CompetenciesABCDF1.1 Create oral, written, or visual .docxannette228280
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
BUSI 8010 – Trevecca Nazarene University Research Proposal RMerrileeDelvalle969
BUSI 8010 – Trevecca Nazarene University
Research Proposal Rubric
DEFICIENT
(0 points)
MARGINAL
(3 points)
PROFICIENT
(4 points)
OUTSTANDING
(5 points)
Points
Earned
Research
Benefits
Demonstrates a
failure to fully
understand
critical know-
ledge. Does not
cover each point
well. Does not
demonstrate
understanding of
the concept. Fails
to accurately
apply the
concept to the
situation.
Demonstrates
some knowledge,
but shows some
deficiencies.
Does not cover
each point well
and does not
demonstrate a
good
understanding of
the concept, or
fails to
accurately apply
the concept to
the situation.
Demonstrates an
understanding of
critical
knowledge
without any
significant
errors. Covers
each point well
and
demonstrates a
solid
understanding of
the concept.
Appropriately
applies concept
to the situation.
Exceptional
performance
demonstrating
mastery of the
concept. Covers
each point
thoroughly and
demonstrates a
deep under-
standing of the
concept.
Appropriately
applies concept
to the situation.
Thesis Demonstrates a
failure to fully
understand
critical know-
ledge. Does not
cover each point
well. Does not
demonstrate
understanding of
the concept. Fails
to accurately
apply the
concept to the
situation.
Demonstrates
some knowledge,
but shows some
deficiencies.
Does not cover
each point well
and does not
demonstrate a
good under-
standing of the
concept, or fails
to accurately
apply the
concept to the
situation.
Demonstrates an
understanding of
critical
knowledge
without any
significant
errors. Covers
each point well
and demon-
strates a solid
understanding of
the concept.
Appropriately
applies concept
to the situation
Exceptional
performance
demonstrating
mastery of the
concept. Covers
each point
thoroughly and
demonstrates a
deep under-
standing of the
concept.
Appropriately
applies concept
to the situation.
Intended
Audience
Demonstrates a
failure to fully
understand
critical know-
ledge. Does not
cover each point
well. Does not
demonstrate
understanding of
the concept. Fails
to accurately
apply the
concept to the
situation.
Demonstrates
some knowledge,
but shows some
deficiencies.
Does not cover
each point well
and does not
demonstrate a
good under-
standing of the
concept, or fails
to accurately
apply the
concept to the
situation.
Demonstrates an
understanding of
critical
knowledge
without any
significant
errors. Covers
each point well
and demon-
strates a solid
understanding of
the concept.
Appropriately
applies concept
to the situation
Exceptional
performance
demonstrating
mastery of the
concept. Covers
each point
thoroughly and
demonstrates a
deep under-
standing of the
concept.
Appropriately
applies concept
to the situation.
DEFICIENT
(0 points)
MARGINAL
(3 points)
PROFICIENT
(4 points)
OUTSTANDING
(5 points)
...
Career Development In a Box GDC Online 2011Joshua Howard
An introduction to a freely available Career Development toolkit for video game development studios, called The THUD. Find more information at http://thethud.wordpress.com.
Presented at GDC Online 2011 by Joshua Howard.
STAGES OF DEVELOPMENT IN CRITICAL THINKING SELF MANAGEMENT P.docxsusanschei
STAGES OF DEVELOPMENT IN CRITICAL THINKING
SELF MANAGEMENT
PARTS OF THINKING
CHAPTERS 2, 3, 4
STAGES OF CRITICAL THINKING
STAGES of Critical Thinking
1. Unreflective thinker Features:
Make assumptions
Unaware of intellectual traits
Create illusions
Egocentric/Self-centered
Stereotype others
Prefer not to change the behavior as it’s comfortable.
2. Challenged thinker Features:
Individuals realize normal thinkers often think poorly move into the second stage
Aware about role thinking plays in their lives
Understand the basic elements of reasoning (concepts, assumptions, questions at issue, purpose, point of view, information, implications and consequences, etc.)
Apply standards for the assessment of thinking (clarity, accuracy, relevance, etc.)
But have only a superficial understanding of these concepts
STAGES OF CRITICAL THINKING
3. Beginning thinker Features:
Control their thinking process
Realize it’s common to experience difficulty in reasoning/problem solving - take deliberate measures to monitor and improve thinking.
Efforts are hit and miss.
Understand egocentric situations
Encourage critic of self thinking
Understand the role of self-monitoring, but sporadic at the same.
4. Practicing thinker Features:
Understand how thinking flaws sometimes
Understand the importance of self-monitoring
Challenge self thinking otherwise become egocentric
Understand human minds are self-deceptive, hence critic their own conclusions, beliefs, & opinions
Limited insight into deeper level of thoughts
STAGES OF CRITICAL THINKING
5. Advanced Thinker Features:
Actively analyze, assess, & critique own thinking in the significant areas of lives.
Have insight and understanding of problems at deeper levels of thought.
Well- developed sense of their own egocentric nature, strive to be fair-minded.
If identified bias/double standard, quickly correct the thinking to be fair.
Develop understanding of the relationships between thoughts, desires, emotional needs, and feelings.
Able to control the extent of egocentrism through careful monitoring of thoughts.
6. Accomplished Thinker Features:
Establish a systematic plan to assess & correct their own thinking.
Continuous critiquing self thinking for improvement
Extensively practiced critical thinking traits and skills, able to develop new insight into deeper levels of thought
Fair-minded, regularly recognize and control their own egocentric nature.
Recognize relationships between thoughts, desires, feelings, and emotional needs, and correct their thinking when motivated by irrelevant emotions.
SELF UNDERSTANDING
“ If you’re actively working on increasing your self-awareness then you’re familiar with critical thinking”
The difference between an individual who doesn’t think critically and one who does:
Person 1
Someone says something to this person that scares her. She can’t figure out what to do and doesn’t know how to assess what’s true or false about what she’s being told. Because she doesn’t under.
Home My courses 19F1CMP PER-201-50H09 PER 201 Essay Ru.docxpooleavelina
Home / My courses / 19F1CMP PER-201-50H09 / / PER 201 Essay Rubric
19F1CMP Critical Thinking & Character (PER-201-50H09)
PER 201 Essay Rubric
Criteria 4 points 3 points 2 points 1 point
Explanation of Issues
Statement of Real-World issue
Issue/problem to be
considered critically
stated clearly and
described
comprehensively,
delivering all relevant
information necessary
for full understanding.
Issue/problem to be
considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.
Issue/problem to be
considered critically is
stated but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Issue/problem to be
considered critically is
stated without
clarification or
description.
Criteria 4 points 3 points 2 points 1 point
Evidence
Selecting and using information
to investigate a point of view or
conclusion
Information is taken
from source(s)with
enough
interpretation/evaluation
to develop a
comprehensive analysis
or synthesis. Viewpoints
of experts are
questioned thoroughly.
Information is taken
from source(s) with
enough
interpretation/evaluation
to develop a coherent
analysis or synthesis.
Viewpoints of experts
are subject to
questioning..
Information is taken from
source(s) with some
interpretation/evaluation,
but not enough to
develop a coherent
analysis or synthesis.
Viewpoints of experts
are taken as mostly fact,
with little questioning.
Information is taken from
source(s) without any
interpretation/evaluation.
Viewpoints of experts
are taken as fact, without
questions.
Criteria 4 points 3 points 2 points 1 point
Influence of context and
assumption
Opposing Viewpoints
Thoroughly
(systematically and
methodically) analyzes
own and others’
assumptions and
carefully evaluates the
relevance of contexts
when presenting a
position.
Identifies own and
others’ assumptions and
several relevant contexts
when presenting a
position.
Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others’
assumptions than one’s
own (or vice versa).
Shows an emerging
awareness of present
assumptions (sometimes
labels assertions as
assumptions). Begins to
identify some context
when presenting a
position.
Criteria 4 points 3 points 2 points 1 point
Student's position
(perspective/thesis/hypothesis)
Statement of student position
Specific position
(perspective,
thesis/hypothesis) is
imaginative, taking into
account the complexities
of an issue. Limits of
position (perspective,
thesis/hypothesis) are
acknowledged. Others’
points of view are
synthesized within
position (perspective,
thesis/hypothesis).
Specific position
(perspective,
thesis/hypothesis) takes
into account the
complexities of an issue.
Others’ points of view
are a ...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. HRD 860 Developing Problem Solving Skills Through Case Study Analysis
HRD 860 Developing Problem Solving Skills Through Case Study Analysis
Rubric to Self-evaluate Problem Solving Skills
CRITERION EXCELLENT ADEQUATE POOR Score
UNDERSTANDING
3 points 2 points 1 point
Demonstrates an Organizes and makes sense Organizes and makes sense Has limited understanding of
understanding of of information, interprets of information but unable to situation.
the situation and articulates the main clearly articulate the
ideas of the situation. situation.
3 points 2 points 1 point
Extrapolates Understands and outlines Understands and outlines Lacks understanding and
implications of the main ideas, articulates main ideas, subtle ability to articulate subtleties
situation and subtle implications and implications, and symbolic and symbolisms of the
symbolic statements statements, but unable to cultural and environmental
interprets
associated with the cultural articulate information. contexts.
symbolic and environmental contexts.
statements
APPLICATION
3 points 2 points 1 point
Applies problem Full application of problem Partial application of Weak application of problem
solving principles solving principles to novel problem solving principles to solving principles.
to novel situations. novel situations.
situations
3 points 2 points 1 point
Uses problem Makes use of appropriate Partial application of Weak application of
solving tools models and tools that lead to appropriate models and appropriate models and
problem understanding and tools. tools.
resolution.
ANALYSIS
Page 1 of 3
2. HRD 860 Developing Problem Solving Skills Through Case Study Analysis
HRD 860 Developing Problem Solving Skills Through Case Study Analysis
Rubric to Self-evaluate Problem Solving Skills
CRITERION EXCELLENT ADEQUATE POOR Score
3 points 2 points 1 point
Deconstructs Examines and breaks down Examines and breaks down Incomplete breakdown of
information into information into logical information into logical information.
understandable parts, identifies motives or parts, partially identifies
causes, distinguishes motives or causes.
parts
between inferences and
facts, makes inferences
based on evidence.
3 points 2 points 1 point
Considers Thoughtfully considers and Thoughtfully considers and Weak consideration of
alternate points analyzes major alternative analyzes some alternative alternative points of view.
of view points of view to discover points of view.
themes and relationships.
SYNTHESIS
3 points 2 points 1 point
Assembles salient Excludes introductory, Excludes some unneeded Excludes little unneeded
information to unneeded information and information and sets aside information and does not
reconstruct sets aside irrelevant some irrelevant examples. fully distinguish between
problem parts to unneeded and useful
examples to establish a
make a whole information and examples.
sound framework.
3 points 2 points 1 point
Formulates a Identifies claim, reason, and Partially identifies claim, Identifies weak claim,
hypothesis based evidence without distorting reasons, and evidence. reasons, and evidence and
on sound information. misses the point.
evidence
EVALUATION
Page 2 of 3
3. HRD 860 Developing Problem Solving Skills Through Case Study Analysis
HRD 860 Developing Problem Solving Skills Through Case Study Analysis
Rubric to Self-evaluate Problem Solving Skills
CRITERION EXCELLENT ADEQUATE POOR Score
3 points 2 points 1 point
Compares, Examines facts, data and all Partially examines facts, data Incomplete examination of
contrasts and information from more than and information. information.
critiques one perspective.
information
3 points 2 points 1 point
Makes unbiased, Bases judgments on Bases judgments on Bases judgments on non-
value judgments unbiased critique and credibility of information, credible information.
based on sound credibility of all available but limited in scope.
evidence information.
Total Score / 60
Self-score:
Excellent = 60-30
Adequate = 29-20
Poor = 19-0
Rubric adapted from:
Bloom’s Taxonomy of Learning Objectives, 1956.
Designing Rubrics for Assessing Higher Order Thinking,
http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Developing Critical Thinking in College Programs, http://www.aabri.com/manuscripts/08046.pdf
Evaluating Critical Thinking Skills, http://www.au.af.mil/au/awc/awcgate/navy/eval_crit_thkg.htm
How to Use the Holistic Critical Thinking Scoring Rubric, http://www.insightassessment.com/pdf_files/Rubric%20HCTSR.pdf
Penn State Problem Solving Rubric, http://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf
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