Outstanding Excellent
Criteria Distinguished 10
Introduction and Conclusion
masterfully outline the main points
of the paper in about .5 pages
each, grab reader’s attention and
strongly convince the reader of
Introduction
the paper’s relevance. Sets the
and
tone for the whole paper.
Conclusion
Conclusion strongly connects the
course with future teams outside
the course.
Numerous, masterful, and direct
connections between course
content and personal
experiences. Deep analysis of
Analysis of group dynamics, task, and social
Group roles. Masterfully compares
Development experiences in the course with
(A) previous experiences. Reveals
personal biases or possible
internal obstacles towards group
work; provides alternative
explanations and perspectives.
Masterful use of course content to
showcase 3 unique personal
assets when working on a team.
Analysis of Provides a definition and
Interpersonal description of each strength,
Strengths (B) detailed examples plus analysis of
how each strength benefitted your
team this semester and will
benefit teams in the future.
Relevant choice of 3 areas for
improvement based on self, peer,
and consultant feedback from the
semester. Displays an open, non-
defensive ability to self-appraise,
Analysis of
discussing both growths and
Areas for
frustrations as they relate to
Interpersonal
learning in class. Risks asking
Self-
probing questions about self and
Improvement
seeks to enact change through
(C)
identified actions. Goal for
improvement is specific and
measureable. Thorough
discussion of how improving each
area will add strength to a team.
Description Language is flawless. Reader can
of events, create a mental image of events.
thoughts, Description is detailed yet
feelings concise. Asks probing questions.
using probing Addresses assignment
questions to requirements in 6.5-7 pages.
determine
influences
Satisfactory
9 8
Introduction and Conclusion
skillfully outline the main points of
the paper in about .5 pages each,
grab reader’s attention and
convince the reader of the paper’s
relevance. Sets the tone for the
whole paper. Conclusion
connects the course with future
teams outside the course.
Numerous, consistent, and direct
connections between course
content and personal
experiences. Specific analysis of
group dynamics, task, and social
roles. Effectively compares
experiences in the course with
previous experiences. Reveals
biases or possible internal
obstacles towards group work;
provides alternative explanations
and/or perspectives.
Consistent use of course content
to showcase 3 unique personal
assets when working on a team.
Provides a definition and
description of each strength, plus
many specific examples of how
each strength benefitted your
team this semester and will
benefit teams in the future.
Relevant choice of 3 areas for
improvement based on self, peer,
and consultant feedback from the
semester. Displays an open, non-
defensive ability to self-appraise,
discussing both growths and
frustrations as they relate to
learning in class. Risks asking
probing questions about self and
seeks to enact change through
identified actions. Has a clear
goal statement for improvement.
Effective discussion of how
improving each area will add
strength to a team.
Language is clear and expressive.
Description is detailed. Asks
some probing questions about
events. Addresses assignment
requirements in 6-7 pages.
Meets Minimum Requirements
Introduction and Conclusion
effectively outline the main points
of the paper in about .5 pages
each, grab reader’s attention
and/or convince the reader of the
paper’s relevance. Sets the tone
for the whole paper. Conclusion
adequately connects the course
with future teams outside the
course.
Many direct connections between
course content and personal
experiences. General analysis of
group dynamics, task, and social
roles. Describes experiences in
the course and previous
experiences. Begins to reveals
biases or possible internal
obstacles to group work;
beginning to provide alternative
explanations and/or perspectives.
Excellent use of course content to
showcase 3 personal assets
when working on a team.
Provides a definition and/or
description of each strength, plus
some specific examples of how
the strength benefitted your team
this semester and will benefit
teams in the future.
Relevant choice of 3 areas for
improvement based on self, peer,
and/or consultant feedback from
the semester. Displays and open,
non-defensive ability to self-
appraise, discussing both growths
and frustrations as they relate to
learning in class. Asks questions
about self. Includes relevant goal
for improvement. Summarizes
how improving each area will add
strength to a team.
Language is clear. Reader can
create a good mental image of
events. Description has some
details and uses some examples.
Asks questions about events.
Addresses assignment
requirements in about 6-7 pages.
Developing
7 6
Introduction and Conclusion
adequately outline the main points
of the paper, but may be short or
long. Both begin to grab reader’s
attention and/or begin to convince
the reader of the paper’s
relevance. May not flow with the
rest of the paper. Conclusion
makes some connection between
the course and future teams
outside the course.
Response makes some general
connections between course
content and personal experience.
Adequate analysis of group
dynamics, task, and/or social
roles. Includes experiences in the
course, but limited inclusion of
previous group experience.
Answer begins to explore
personal bias towards group
work.
Adequate use of course content
to showcase 3 personal assets
when working on a team.
Provides a general description of
each strength, plus some general
examples of how the strength
benefitted your team this
semester and teams in the future.
Chooses 3 specific personal
areas for improvement. Displays
some ability at self-criticism,
discussing both growths and
frustrations as they relate to
learning in class. Asks superficial
questions about self. Includes
general goal for improvement.
General discussion of how
improving each area will add
strength to a team.
Language is sometimes unclear.
Reader has some idea of events.
Description has few details and
does not consistently use
examples. Asks superficial
questions about events.
Addresses assignment
requirements in about 5-7 pages.
Missing
Introduction and Conclusion
outline the main points of the
paper in general, but are short or
long. Introduction and/or
Conclusion begin to grab reader’s
attention or begin to convince the
reader of the paper’s relevance.
May not flow with the rest of the
paper. Conclusion makes limited
connection between the course
and future teams outside the
course.
Developing effective use of
content to support answer.
Response addresses personal
experience in the course in a
limited way and/or only
summarizes the tasks of the
team. Answer demonstrates
evidence of bias with
unprofessional analysis of
experience in the course.
Limited use of course content to
showcase 2 personal assets
when working on a team.
Provides a vague description of
each strength. Examples of how
each strength benefitted your
team this semester and teams in
the future may not provide
support for identified strengths.
Chooses 2-3 general areas for
improvement in group work.
Displays limited ability at self-
criticism, discussing either grown
or frustrations as they relate to
learning in class. Asks superficial
questions about self. May be
missing goal for improvement.
General statement of how
improving most areas will add
strength to a team.
Language is often unclear.
Reader must piece together
ideas. Description is not clear and
does not consistently use
examples. Asks superficial or no
questions about events.
Addresses assignment
requirements in about 5 pages.
4 0
Introduction and/or conclusion are Does not include
so general that they may not add an introduction or
anything to the paper or one may conclusion
be missing.
Response does not directly Does not answer
address personal experience in question A.
the course, but rather speaks
about group work more generally.
Does not use content from
required resources. Answer
demonstrates strong evidence of
bias with no attempt to recognize
personal involvement in group
development.
Does not use course content Does not answer
and/or addresses only 1 strength question B.
when working on a team. May not
define each strength. May be
missing examples of how each
strength benefitted your team this
semester. May not use examples
to highlight how strengths benefit
teams you are on.
Chooses only 1 area for Does not answer
improvement. Limited attempt to question C.
analyze. Asks superficial or no
questions about self. Missing
information of how improving
most areas will add strength to a
team and/or goal for improvement
Language is unclear and often Does not use
confusing. Description of events is experience in the
stated only. Addresses course in the
assignment requirements in less paper. Speaks
than 5 or more than 8 pages. about groups
generally or only
in theory.

Criteria Distinguished 10
Uses the course textbook plus 2
academic journal articles.
Includes both APA in-text citations
plus an APA reference page that
are masterfully formatted.
Use of APA
Resources are masterfully
Referencing
integrated in each question to
and Required
support response uses each
Resources
resource at least three times in-
text.
Submitted as both a Word and a
PDF file. Reflection is clear and
easy to read with no spelling
Mechanics and/or grammar errors. Uses
and APA sophisticated language
Formatting throughout.
APA formatting is consistently and
correctly applied as per APA @
Conestoga standards.
Outstanding
9 8
Uses the course textbook plus 2
academic journal articles.
Includes both APA in-text citations
plus an APA reference page that
are masterfully formatted.
Resources are effectively
integrated to support response;
uses each resource at least twice
in-text.
Submitted as both a Word and a
PDF file. Reflection is clear and
easy to read with 1-2 spelling
and/or grammar errors. Uses
formal language throughout. May
be 1 errors to APA formatting as
per APA @ Conestoga standards.
Excellent
Uses the course textbook plus 2
academic journal articles.
Includes both APA in-text citations
plus an APA reference page that
are consistently formatted.
Resources are integrated to
support response; uses each
resource twice in-text.
Submitted as both a Word and a
PDF file. Reflection is clear with
3-4 spelling and/or grammar
errors. Uses professional
language throughout. Avoids text
task and slang. May be 2 errors
to APA formatting as per APA @
Conestoga standards.
Satisfactory
7 6
Uses the course textbook plus 2
academic journal articles.
Includes either APA in-text
citations or an APA reference
page that are mostly well-
formatted. Resources begin to
support response; uses resources
in-text 4-5 times.
Submitted as both a Word and a
PDF file. Reflection contains
numerous spelling and/or
grammar errors. Avoids text task
and slang. May be 3 errors to
APA formatting as per APA @
Conestoga standards.
Meets Minimum Requirements Developing Missing
4 0
Uses the course textbook plus 1-2 Uses the course textbook plus 1-2 Does not include
articles that may not be academic. articles that are not academic. in-text citations
Includes in-text citations and/or Includes in-text citations and/or and is missing a
reference page that are not APA reference page that are not APA reference list
formatted. Poor use of resources formatted. Poor or no use of (May result in an
to support response; uses resources to support response. academic offence
resources in-text 1-3 times. and/or a grade of
zero on the
evaluation). Does
not use and
reference the
course textbook
as a resource.
Submitted as a Word or a PDF Submitted as a Word or a PDF Not submitted as
file. Reflection is difficult to read file. Reflection is challenging to either Word or a
owing to language usage, read owing to organizational, PDF file.
spelling, and grammar errors. language usage, spelling, and/or Inconsistent
Multiple errors in APA formatting grammar errors. Does not apply and/or confusing
as per APA @ Conestoga APA @ Conestoga standards, but formatting.
standards. formatting is consistent.