BPPG Part Two: Completing the MBA Program Assessment Comprehensive Exam provided by Peregrine Academic Services and Completing Your Reflection Journal

profileedashallk
AssisnRubricfortheassig.docx

MBA_6990_Week5_Assignment_Rubric

· Grid View

· List View

 

Exemplary

Very Good

Proficient

Opportunity for Improvement

Unacceptable

Element 1a: Action Plan

25 (25%)

Student delineates at least one new specific goal for personal and professional development and assesses the importance of the goal(s). For each new goal, specific examples/observations that support its importance. Assesses the personal or professional value expected from achieving the goal(s). Resources from the MBA program are used in the assessment of the new goal(s).

23.25 (23.25%)

Student identifies a new goal for personal and professional development with an specific explanation as to why the goal was selected. Student provides concrete and specific examples of why it is important, the personal or professional value he/she expects from achieving each goal, and how the goal relates to the resources from the MBA program.

21.25 (21.25%)

Student identifies a new goal for personal and professional development with an explanation as to why the goal was selected. Student provides examples of why it is important, the personal or professional value he/she expects from achieving the goal, and how the goal relates to the resources from the MBA program.

18.75 (18.75%)

Student provides a new goal and a cursory description of why it is important.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1b: Action Plan - Milestones

25 (25%)

Student defines at least two objectives for each goal that he/she identified and provides well-reasoned and detailed rationale that explains how the objectives support the goal.

23.25 (23.25%)

Student defines at least two objectives for each goal that he/she identified and provides a good rationale that explains how the objectives support the goal.

21.25 (21.25%)

Student defines two objectives for each goal that he/she identified and provides rationale that explains how the objectives support the goal.

18.75 (18.75%)

Student defines one or two objectives for each goal that he/she identified and some cursory rationale as to how the objective(s) support the goal. Student may not make a strong connection or does not do so in all cases.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2: Social Change Impact

25 (25%)

Student assesses the extent to which his or her goal could enable him or her to be an agent for positive social change in his or her organization, community, or society, providing detailed and concrete examples to illustrate Student's point and why becoming an agent for positive change is important.

23.25 (23.25%)

Student assesses the extent to which his or her goal could enable him or her to be an agent for positive social change in his or her organization, community, or society, providing examples to illustrate Student's point and why becoming an agent for positive change is important.

21.25 (21.25%)

Student discusses the extent to which his or her goal could enable him or her to be an agent for positive social change in his or her organization, community, or society.

18.75 (18.75%)

Student briefly mentions how he or she might contribute to positive change, but does not clearly establish how achieving the goal could enable that.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 3: Critical Thinking, Analysis, and Synthesis

10 (10%)

Student exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

9.3 (9.3%)

Student exhibits evidence of thoughtful critical analysis and thinking; examination is made of assumptions and possible biases, with supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

8.5 (8.5%)

Student exhibits some evidence of thoughtful critical analysis and thinking; some examination is made of assumptions and possible biases, with rationale. Writing somewhat synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

7.5 (7.5%)

Student exhibits little or no evidence of thoughtful critical analysis and thinking; minimal examination is made of assumptions and possible biases, with rationale. Writing minimally synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 4: Written Communications

(5%)

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors.  Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

4.65 (4.65%)

Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted.  Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

4.25 (4.25%)

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

3.75 (3.75%)

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 5: Relevance

(5%)

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

4.65 (4.65%)

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

4.25 (4.25%)

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

3.75 (3.75%)

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)

(5%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

4.65 (4.65%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

4.25 (4.25%)

Student addresses guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

3.75 (3.75%)

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant and/or numerous errors in APA format and style are evident.

(0%)

Not submitted or little to no evidence of addressing the criterion.

Name: WMBA_6990_Week5_Assignment_Rubric

Exit