Planning and managing organisations/PMAN103/Marking Rubric

Marking Rubric

Use the rubric below to give yourself an idea of how well you have completed the assessment.

This is the same rubric that will be used to mark your assessment if you choose to be formally assessed.

Strategic business report (80%)

Criteria	C	B	A	Weighting
Purpose and objective(s)	The purpose and objective of the report are vague, and the report barely addresses the objective(s).	The purpose and objective of the report are clear, and the report addresses the objective(s).	The purpose and objective of the report are clear, and the report addresses the objective(s) in a focused and logical manner.
Links to content	The report makes only passing mention of the course content and theories discussed therein.	The report makes explicit mention of the course content and theories therein, but doesn't make clear links between their argument and the theory.	The report makes explicit mention of the course content and theories therein, and uses these theories and linkages to back up their argument throughout the whole essay.
Correct use and explanation of the S.W.O.T. analysis tools	The report incorrectly uses and explains the S.W.O.T. analysis tool.	The report correctly uses and explains the S.W.O.T. tool correctly, but fails to provide sufficient explanation of the analysis.	The report correctly uses the S.W.O.T. analysis tool and explains the analysis correctly and with sufficient detail.
Analysis	Analysis is purpose-oriented and organised but perhaps not to the best effect. The analysis provides some justification and explanation leading to conclusions, but is at times muddled and unclear.	Analysis is purpose-oriented and organised but perhaps not to the best effect. The analysis provides justification and explanation leading to conclusions, but this is not always clear to the reader.	Analysis is clearly purpose-oriented. It is organised in a considered, relevant manner, and leads the reader logically to the conclusions.
Formal structure and presentation	Some of the required elements of the report are missing. Little attention given to presentation.	All required elements of the report are present and completed to a satisfactory standard. Attention to the presentation is given, but may not be well-executed.	All required elements of the report are present and completed to a high standard. The document is professionally presented, using informative headings and figures/tables where appropriate.
Clarity and conciseness	Information at times muddled or irrelevant; misses important information.	Information reasonably clear; occasionally misses important information.	Information effectively and efficiently conveyed; highly focused; easily understood.
Technical writing skills	Lapses in spelling, punctuation, and grammar, which make it difficult for the reader to follow.	Occasional lapses in spelling, punctuation, and grammar, but not enough to seriously distract the reader.	No spelling errors, correct punctuation and grammar; uses paragraphs, complete sentences.
Referencing	Sources cited with sparse reference details.	Sources cited with enough detail to locate the source.	Sources cited with full reference details.

Part B: Learning challenge reflection (20%)

Criteria	C	B	A	Weighting
Reflective thinking	The reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process.	The reflection explains the learner's thinking about his/her own learning processes.	The reflection explains the learner's own thinking and learning processes, as well as implications for future learning.	20%
Analysis	The reflection attempts to analyze the learners own experience but the value of the learning to the student is vague and/or unclear.	The reflection is an analysis of the learning experience and the value of the derived learning to self and others.	The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self and others, and the enhancement of the learner’s appreciation for the discipline.	50%
Gap closing reflection	The reflection attempts to articulate changes in learner thinking or approach between this learning experience and the early, similar exercise in the course, but the connection is vague and/or unclear.	The reflection articulates changes in learner thinking or approach between this learning experience and the early, similar exercise in the course, but lacks details or offers few examples.	The reflection articulates multiple changes in learner thinking or approach between this learning experience and the early, similar exercise in the course, citing multiple examples.	30%