Manual for use of Summer Training Assessment Rubric of School of Business, Lovely Professional University

Learning Outcome:

Students will learn and understand systems, procedures and policies adopted in the industry.
To enable the students to relate theory with practices adopted by industry.
To enhance presentation and report writing skills of students.
To develop the students capability for doing independent research.
To enable the students to work independently in an organization and have real time exposure to working in an organization

User instructions

Each line discusses one criterion for assessment. Each column gives a level for the grading. Each cell contains the descriptor of the
level for that criterion.
Since the final mark is composed of so many criteria, the scores on individual criteria should be discriminative. Not all levels are equally
broad in marks. For example, when performance is at the 9-10 level, decide whether the student is on the low edge (9) or high edge (10)
of this level. Descriptions at the 9-10 level tend to describe the ultimate performance (10). Hence, if a student performs well above 8, but
below the description at the 9-10 level, a 9 would be the appropriate mark.

Keep in mind that each line in the rubric should be read independently: it could be that a student scores a 2-3 on one criterion and a 910 on another.

Always start at the lowest mark, and test if the student should be awarded the next higher mark. In some cases achievements of a next
lower level are not repeated at the higher level (i.e. the lower level achievements are implicit in the higher levels). Furthermore, if a level
has a range of marks, choose the most appropriate one (consider the description of the level of performance as a continuum, rather
than a discrete description).

Wherever the student is indicated as he, one can also read she.

Remarks

The main intention of using a rubric is enhance homogeneity of assessments and the ability to communicate about assessments both with
students and with colleagues. Furthermore, it clarifies to students the expectations of the supervisor and helps the supervisor to structure
feedback during the process of Summer Training Evaluation although the intention is to homogenize the process of assessment, it should
be noted that even with the use of a rubric some arbitrariness will remain.

Rubric for Assessment of Summer Internship

ITEM

0-2

3-4

5-6

7-8

9-10

Student
has
some
awareness
of
the
company
profile
and
initiatives
taken
and
shows some insights into
the functioning of the
organization.

Student is partly aware of

the company profile and
initiatives
taken
and
shows some insights into
the functioning of the
organization.

Student is significantly
aware of the company
profile
and
initiatives
taken and shows insights
into the functioning of the
organization and is aware
of
important
policy
initiatives.

Student is updated about

the company profile and
initiatives
taken
and
shows insights into the
functioning
of
the
organization and is aware
of
important
policy
initiatives
and
developments
in
the
organisation.

A. Introduction to the Organization (10 Marks)

1.1 Insight in
functioning of the
Organization

Student is not aware of

the company profile and
initiatives taken and
shows no insight into the
functioning
of
the
organization.

B. Knowledge and Skills gained (Marks20)

2.1 Knowledge
Gained

2.2 Analytical Tools

Used and
Interpretation

Very limited or lacking

Very basic knowledge of
breadth of knowledge of the project.
the project.

No description of
methods
and
analysis
of
the
information/ data.
No reflection on the
results of the project.
Discussion
only
touches trivial or very
general points.

Insufficient discussion
of some aspects of
the project methods
and
analysis
of
information.
Used methods and
analysis
of
data/
information is not
always appropriate.

Fair amount of knowledge Good amount of

in field of study/ project.
knowledge in field of
study/ project.

Description
of
methods and analysis
of information/data is
lacking in a few
places.
Methods used for
analysis
of
data/
information is mostly
appropriate.

Description
of
methods and analysis
of information/data is
mostly complete, but
some
details
are
lacking.
Methods used for
analysis
of
data/
information are mostly

Outstanding knowledge
from various sources and
is able to correlate and
interpret.
Description
of
methods used and
analysis
of
the
information
is
appropriate, complete
and clear.
Discussions
are
appropriate
and
conclusive.
2

ITEM

0-2

3-4

5-6

7-8

9-10

Discussion is by and
large general though
some
points
are
relevant.

Discussion on right
track but is not
conclusive.

appropriate.
Discussion is mostly
appropriate.
Furthermore,
better
alternatives for the
methods used are
indicated.

Furthermore,
better
alternatives for the
methods used are
indicated
and
directions for further
study are indicated.

C. Report Formatting and Content Quality (Marks out of 20)

3.1 Report Quality

Establishing
Establishing framework Establishing framework
framework for study.
for study.
for study.
a. Establishing
No goals/ framework Formulation of goals Formulation of goals
framework for
of project.
and framework of
and framework of
study.
project is clear, but
project is clear, but
No discussion of
link between tasks
link between tasks
underlying theories.
b. Conduct and
and goals is not clear.
and goals is not
No relevant literature
reporting of
always clear.
Framework of project
in reference list.
Study.

Framework of project
does not fit with the
(Marks 10)
object
of
the
does not fit with all
internship project.
aspects of the project.
Student has found the Student has found the
relevant theories, but
relevant theories, and
the description has
has been partially
not been tailored to
successful in tailoring
the project or shows
the description to the
occasional errors.
project.
Some
relevant Few errors.
literature in reference Relevant literature in
list but also significant
reference
list
but
body of irrelevant
some references are
literature.
less relevant.
Conduct and reporting Conduct and reporting Conduct and reporting
of Study.
of Study.
of Study.
No reflection on the Student reports most Student reports most
results of internship
results,
but
does
of the results and is
project.
discuss their impact
able to discuss the
Discussion
only
on each other.
impact on the main

Establishing framework Establishing framework

for study.
for study.
Formulation of goals Clear formulation of
and framework of
goals and framework
project is clear.
of project
Student has found the Both are well linked
relevant
theories,
with all aspects of the
makes a synthesis of
internship project.
those, and has been Clear, complete and
successful in tailoring
coherent overview of
the description to the
relevant theories.
project.
Exactly tailored to the
Used
literature
is
project at hand.
relevant
for
the Used
literature
is
project.
directly relevant for
An
occasional
the project.
reference may be less References
are
relevant.
relevant.

Conduct and reporting Conduct and reporting

of Study.
of Study.
Student reports all the Student is not only
results and weights
able to report all
them relative to each
possible results, but is
other.
also able to analyse
3

ITEM

3.2.Structure of
Report

0-2

3-4

5-6

7-8

9-10

touches trivial or very

general points of
study.
No suggestion and
recommendations
are made.

Suggestions
and
recommendations are
made but are very
general in nature.

results relative to
each other.
Suggestions
and
recommendations
made are superficial
in nature.

Furthermore, (better)
alternatives for the
methods used are
indicated.
Suggestions
and
recommendations are
logical and relate to
data collected.

and interpret their

interplay
Suggestion
and
recommendation
s
based on appropriate
data analysis and
goes way beyond the
requirement.

Internship report is
badly structured.
In
many
cases
information appears
at wrong locations.
Level of detail is
inappropriate
throughout.

Main
structure
is
correct, but lower
level hierarchy of
sections is not logical
in places.
Some sections are
overlapping leading to
ambiguity
and
confusion.
Level of detail varies
widely
(information
missing, or irrelevant
information given).

Main
structure
is
correct, but placement
of material in different
chapters is illogical in
places.
Level
of
detail
inappropriate in a few
places
(irrelevant
information given).

Most sections have a

clear
and
unique
structure.
Hierarchy of sections
is mostly correct.
Ordering of sections is
mostly logical.
All information occurs
at the correct place,
with few exceptions.
In most places level of
detail is appropriate

Each section is well

structured has a clear
and unique purpose.
Hierarchy of sections
is correct.
Ordering of sections is
logical.
All information occurs
at the correct place.
Level of detail is
appropriate
throughout

Presentation has a
clear structure.
Mostly
a
good
separation between
the main message
and side-steps.

Presentation clearly
structured,
concise
and to-the-point.
Good
separation
between the main
message and sidesteps.

Lay-out is clear.
Appropriate use of
text, tables, graphs
and graphics.

Lay-out is functional
and clear.
Clever use of graphs
and graphics.

4 Oral Presentation (Marks out of 30)

4.1. Presentation

4.2 Powerpoint Slide

Usage

Presentation has no
structure.

Unclear lay-out.
Unbalanced use of
text, graphs, tables
or
graphics
throughout.
Too small font size,

Presentation is
structured, though it gets
lost in some places.

Quality of the layout

of the slides is mixed.
Inappropriate use of
text, tables, graphs
and graphics in some
places.

Presentation has a clear

structure with only few
exceptions.

Lay-out is mostly
clear,
with
unbalanced use of
text, tables, graphs
and graphics in a few
places only.

ITEM

0-2

3-4

5-6

7-8

9-10

too many slides.

4.3. Oral
Presentation and
Skills

Spoken in such a
way that majority of
audience could not
follow
the
presentation.
Missed most of the
important points.

Quality
of
presentation is mixedsometimes
clear,
sometimes hard to
follow.
Was able to touch
most of the points.

Mostly clearly spoken,

though
sometimes
monotonous in some
places.
Was able to cover
most of the points.

Clearly spoken in
such a way that keeps
audiences attention.
Covered
all
the
necessary points in
sufficient detail.

Relaxed and lively

presentation.
Covered
all
the
necessary points
Clearly spoken in
such a way that keep
audiences attention.

Student is able to
defend his internship
project.
He has mastered the
contents, but is able
to go beyond that.
Is not able to place
thesis in scientific or
practical context.

Student is able to
defend his internship
project,
including
indications how the
work
could
have
been done better.
Student is able to
place thesis in correct
theoretical/ practical
context.

Student is able to
freely discuss the
contents of the project
and to place it in the
correct
current
theoretical/
practical
contexts.

5 Response to Question and Answers (Marks 20)

5.1.Defense of the
report

Student is not able

to
defend/discuss
his
internship
reports.
He
has
not
mastered
the
contents.

Student is able to
defend his internship
project.
He has mastered
most of the contents,
but for a limited
number of items he is
not able to explain.