Rubric for Collaborative Essay and Briefer

Managerial Economics

Excellent Very Satisfactory Satisfactory Fair Poor

Performance Area Score
5 4 3 2 1

Content

Clarity of Thesis - Students state the central Students state the central Students state the central Students fail to state the Students do not identify a
presents a strong and theme of the paper clearly theme of the paper clearly theme for the paper central theme for the central theme for the
insightful purpose or and identify underlying but fail to recognize adequately. paper adequately. paper.
point of view issues. related issues.

Response to topic - Students accurately Students accurately Students adequately Students misinterpret Students misinterpret
shows originality and interpret evidence, justify interpret evidence, justify interpret evidence, justify evidence, do not justify evidence, do not justify
clear thinking salient statements and some relevant statements few relevant statements relevant statements and statements and claims, and
claims, and explain key and claims, and explain and claims, and seldom claims, and seldom explain do not explain reasons.
assumptions and reasons. reasons. explain reasons. reasons.

Evidence to support Students use vivid and Students use relevant Students provide some Students use too few Students do not provide
thesis - presents specific examples from supporting examples and examples and evidence examples and evidence or any examples or evidence.
details from a variety multiple sources while evidence. that are mostly only provide mostly irrelevant
of sources focus remains tight. generally related. information.

Awareness of counter Students thoughtfully Students thoughtfully Students offer analyses Students superficially Students ignore obvious
arguments - analyze and evaluate major analyze and evaluate and evaluations of obvious evaluate or hastily dismiss alternative points of view.
sensitivity to different alternative points of view, obvious alternative points alternative points of view. obvious alternative points
appreciations of the both obvious and novel. of view. of view.
topic or points of
view
 Excellent Very Satisfactory Satisfactory Fair Poor
Performance Area Score
5 4 3 2 1

Structure

Introduction - shows The introduction is The introduction is inviting, The introduction states the The introduction states the There is no clear
understanding of the interesting, states the main states the main topic main topic clearly and main topic. introduction.
issues and grabs topic creatively and clearly, clearly, and provides an provides an overview of
attention and provides an overview overview of the paper. the paper.
of the paper.

Flow and order of The logic of the paper and The logic of the paper and The logic of the paper is The logic of the paper is There seems to be no
ideas - clear and its main argument are easy its main argument are easy easy to follow, basic difficult to follow due to organization in the
structured to follow, where to follow, basic transitions transitions are used, and inadequate transitions contents.
presentation of ideas transitions are clear and are used, and the format is the format is structured and/or rambling format,
with effective creative and a professional structured. although the main main argument cannot be
transitions format is used. argument is not as clear. determined.

Conclusion - clarifies Students provide a logical
the significance of the interpretation of the
findings and clearly offer a
paper conclusion warranted by
the evidence that
recognizes the significance
of alternative arguments.
Students provide an
adequate interpretation of
the findings and offer a
clear conclusion warranted
by the evidence.
Students provide an Students provide an Students provide a biased
inadequate interpretation inadequate interpretation interpretation of the
of the findings but present of the findings and present findings and do not reach a
an adequate conclusion a conclusion that is not conclusion or present a
warranted by the evidence. clearly warranted by the conclusion not warranted
evidence. by the evidence.

Citation and Students documented all Students documented all Students need to use Students need to use Students clearly plagiarized
documentation - use sources, including visuals. sources, including visuals. greater care in greater care in materials.
of in-text references Sources are cited in-text, in Sources are properly cited documenting sources. documenting sources.
and footnotes, with tables/figures, and in intext, in tables/figures, Sources are properly cited Sources are not properly
proper format, bibliography. and in bibliography. Few intext, in tables/figures, cited in-text, in
including bibliography Documentation is error- errors are observed. and in bibliography with tables/figures, and in
 Excellent Very Satisfactory Satisfactory Fair Poor
Performance Area Score
5 4 3 2 1
free. few errors. bibliography.

Language and Mechanics

Grammar and Sentences are well Most sentences are well Most sentences are well Most sentences are well Sentences are simple,
punctuation - constructed and have constructed of varying constructed of similar constructed of similar repetitive, or difficult to
demonstrates varied structure and length length and structure but a length and structure with length and structure with
mastery of with no errors in grammar, few errors in grammar, several errors in grammar, several errors in grammar, understand with numerous
conventional English mechanics, and spelling. mechanics, and/or spelling mechanics, and/or spelling mechanics, and/or spelling errors in grammar,
grammar and usage are made. are made that do not are made that interfere mechanics, and/or spelling.
interfere with with understanding.
understanding.

Collaboration - Each student consistently Each student actively Each student works toward Each student works toward Each student works toward
contribution and works toward group goals; works toward group goals; group goals without group goals with group goals only when
encouragement is sensitive to the feelings
is sensitive to the feelings prompting; accepts and occasional prompting; prompted; contributes to
toward group goals and learning needs of all and learning needs of all fulfills individual role contributes to the group the group only when
with sensitivity to group members; willingly group members; accepts within the group; with occasional prompting; prompted; and, needs
other group members accepts and fulfills and fulfills individual role contributes knowledge, and, shows sensitivity to occasional reminders to be
(as evidenced by individual role within the group; actively opinions, and skills without the feelings of others. sensitive to the feelings of
Small within the group; contributes knowledge, prompting; and, shows others.
Group Discussion consistently contributes opinions, and skills; and, sensitivity to the feelings of

Forums) knowledge, opinions, and values the knowledge, others.

skills; and, values and opinion and skills of all
encourages the knowledge, group members.
opinion and skills of all
group
 Excellent Very Satisfactory Satisfactory Fair Poor
Performance Area Score
5 4 3 2 1

TOTAL