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iRubric: ERO Summer Internship rubric

iRubric: ERO Summer Internship rubric

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ERO Summer Internship 
ERO Summer Internship
Rubric Code: JX4924A
By iroundshardy
Ready to use
Public Rubric
Subject: Business  
Type: Assessment  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Team ERO Summer Internship
An assessment of your participation in the 2015 Summer internship with Entrepreneurship Educational Services, Inc. in developing The Entrepreneurial Recipe Online (ERO) (TM)
  BEGNNING

1 pts

DEVELOPING

2 pts

ACCOMPLISHED

3 pts

EXEMPLARY

4 pts

POINTS

Awarded / Possible

(N/A)

Attendance

BEGNNING

More than a few unexcused absences.

Absence from required field trips.
DEVELOPING

No more than 1-2 absences.

No unexcused absences from field trips, etc.
ACCOMPLISHED

Minimal absences.
EXEMPLARY

Virtually no unexcused absences.
POINTS

/4
Attention to Detail

BEGNNING

Demonstrates minimal attention to
context, audience, purpose, and to the
assigned tasks(s) (e.g., expectation of
instructor or self as audience).
DEVELOPING

Demonstrates awareness of context,
audience, purpose, and to the assigned
tasks(s) (e.g., begins to show awareness
of audience's perceptions and
assumptions).
ACCOMPLISHED

Demonstrates adequate consideration of
context, audience, and purpose and a
clear focus on the assigned task(s) (e.g.,
the task aligns with audience, purpose,
and context).
EXEMPLARY

Demonstrates a thorough understanding
of context, audience, and purpose that is
responsive to the assigned task(s) and
focuses all elements of the work.
POINTS

/4
Creativity & Innovation

Creativity and innovation is demonstrated by the ability to think, react and work in original and imaginative ways characterized by a high degree of innovation, divergent thinking and risk taking.
BEGNNING

Student is not able to go beyond the
guidelines of the assignment without
support.

Student successfully reproduces an
appropriate idea, question, format, or
product with minimal changes.
DEVELOPING

Student demonstrates some independence
in going beyond the guidelines of the
assignment.

Student begins to experiment with a unique
idea, question, format, or product.
ACCOMPLISHED

Student demonstrates independence in
going beyond the guidelines of the
assignment.

Student creates a unique idea, question,
format, or product
EXEMPLARY

Student actively seeks out and follows
through on untested and unconventional
approaches to the assignment.

Student adapts, extends, and transforms a
unique idea, question, format, or product to
create something new.
POINTS

/4
Critical Thinking/Problem-Solving

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Problem solving is the process of designing, evaluating, and implementing a strategy to answer an open-ended question or achieve a desired goal.
BEGNNING

Issue/problem to be considered critically is
stated without clarification or description.
DEVELOPING

Issue/problem to be considered critically is
stated but description leaves some terms
undefined, ambiguities unexplored,
boundaries undetermined, and/or
backgrounds unknown
ACCOMPLISHED

Issue/problem to be considered critically is
stated, described, and clarified so that
understanding is not seriously impeded by
omissions.
EXEMPLARY

Issue/problem to be considered critically is
stated clearly and described
comprehensively, delivering all relevant
information necessary for full
understanding.
POINTS

/4
Deadlines & Meetings

BEGNNING

Important deadlines missed without excuse or notification.

No evidence that project content supports stated objectives.
DEVELOPING

Topics, outlines, paper drafts submitted by stated deadlines, although some minor elements missing.

Little evidence that project content supports stated objectives.
ACCOMPLISHED

All requirements for submissions met; submissions timely.

Some evidence that project content supports stated objectives.
EXEMPLARY

Preliminary submissions demonstrate a thoughtful, insightful approach to topic and/or preliminary research.

Clear evidence that project content supports stated objectives.
POINTS

/4
Oral Communication

measures word choice and arrangement, measures execution of physical presentation skills , measures development of ideas
BEGNNING

Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience, situation or purpose.
DEVELOPING

Language choices are mundane and partially support the effectiveness of the presentation. Language in presentation is marginally appropriate to audience, situation and purpose.
ACCOMPLISHED

Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience, situation and purpose.
EXEMPLARY

Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience, situation and purpose.
POINTS

/4
Preparation

BEGNNING

Student has not read assignments.

The student is out of
seat, off task, talking,
playing around, or
distracting others.
DEVELOPING

Student has read and can articulate some understanding of assigned readings.

The student is sitting,
but not working;
distracted.
ACCOMPLISHED

Student is well prepared for class, showing in class discussions careful reading of primary source texts and secondary works

The student is
working on task.
EXEMPLARY

Student is always well prepared for class, and their comments show excellent understanding of primary and secondary sources.

The student is totally
focused on the
instruction and/or
task.
POINTS

/4
Professionalism / Work Ethic

BEGNNING

The student turns in
little or no work;
relies on others to
complete work.
DEVELOPING

The student turns in
unfinished, messy or
disorganized work.
ACCOMPLISHED

The student turns in
quality and
completed work.
EXEMPLARY

The student exhibits
superior thought
and detail in
assignments
POINTS

/4
Technology Proficiency

BEGNNING
DEVELOPING
ACCOMPLISHED
EXEMPLARY
POINTS

/4
Written Communication

Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing
technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
BEGNNING

Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.
DEVELOPING

Written responses include some grammatical, spelling or punctuation errors that distract the reader.
ACCOMPLISHED

Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.
EXEMPLARY

Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.
POINTS

/4




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