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iRubric: Culture / Food Project rubric

iRubric: Culture / Food Project rubric

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Culture / Food Project 
This is a project for students to do related to international business. It is an all encompassing project requiring students to research all the different aspects of a country's culture and how those aspects reflect best practices in business.
Rubric Code: K9X56
By WelchJW28
Draft
Public Rubric
Subject: Business  
Type: Project  
Grade Levels: 9-12

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Country's Demographic

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Student is able to exemplify and analyze 1 or more demographic areas include in their culture and relate it to a break down of subcultural relationships.
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Student is able to exemplify and analyze 2 or more demographic areas include in their culture and relate it to a break down of subcultural relationships.
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Student is able to exemplify and analyze 3 or more demographic areas include in their culture and relate it to a break down of subcultural relationships.
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Student is able to exemplify and analyze 4 or more demographic areas include in their culture and relate it to a break down of subcultural relationships.
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Student is able to exemplify and analyze 5 or more demographic areas include in their culture and relate it to a break down of subcultural relationships.
Power Distance

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Student doesnt not demonstrate their country's dimensional level towards power distance and shows no examples
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Student is able to show their country's dimensional level towards power distance but doesn't explain what it means
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Student is able to demonstrate their country's dimensional level towards power distance explaining what it means, but shows not examples.
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Student is able to demonstrate their country's dimensional level towards power distance explaining what it means, and show some examples but does not relate to how it affects business.
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Student is able to demonstrate their country's dimensional level towards power distance explaining what it means, and give multiple examples on how it affects business
Individualism or Collectivist

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Student doesnt not demonstrate their country's dimensional level towards individualism or collectivism and shows no examples
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Student is able to show their country's dimensional level towards individualism or collectivism but doesn't explain what it means
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Student is able to demonstrate their country's dimensional level towards individualism or collectivism explaining what it means, but shows not examples.
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Student is able to demonstrate their country's dimensional level towards individualism or collectivism explaining what it means, and show some examples but does not relate to how it affects business.
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Student is able to demonstrate their country's dimensional level towards indivdualism or collectivism explaining what it means, and give multiple examples on how it affects business
Masculine or Feminine

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Student doesnt not demonstrate their country's dimensional level towards masculine or feminine and shows no examples
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Student is able to show their country's dimensional level towards masculine or feminine but doesn't explain what it means
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Student is able to demonstrate their country's dimensional level towards masculine or feminine explaining what it means, but shows not examples.
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Student is able to demonstrate their country's dimensional level towards masculine or feminine explaining what it means, and show some examples but does not relate to how it affects business.
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Student is able to demonstrate their country's dimensional level towards masculine or feminine explaining what it means, and give multiple examples on how it affects business
Uncertainity Avoidance

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Student is able to doesnt not demonstrate their country's dimensional level towards uncertainty avoidance and shows no examples
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Student is able toshow their country's dimensional level towards uncertainty avoidance but doesn't explain what it means
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Student is able to demonstrate their country's dimensional level towards uncertainty avoidance explaining what it means, but shows not examples.
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Student is able to demonstrate their country's dimensional level towards uncertainty avoidance explaining what it means, and show some examples but does not relate to how it affects business.
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Student is able to demonstrate their country's dimensional level towards uncertainity avoidance explaining what it means, and give multiple examples on how it affects business
Communication

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Student does not describes any aspects of communication as it affects international business.
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Student partial describes only one aspect of communication (verbal or nonverbal) as if affects international business.
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Student fully describes only one aspect of communication (verbal or nonverbal) as it affects international business
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Student partial describes aspects of verbal and nonverbal communication as it affects international business
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Student is able to fully describe aspects of verbal and nonverbal communication as it affects international business
Reflection

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Student has not done any reflection.
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Student reviews project and partial describes only one major cultural difference they incurred during their project.
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Student reviews project and fully describes only one major cultural difference they incurred during their project.
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Student reviews project and partial describes two major reactions to cultural differences they incurred during their project.
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Student reviews project and fully describes to major reactions to cultural differences they incurred during their project.
Food & Recipe

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Student has not prepared food, material or recipe copy
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Student has recipe but has not prepared food or materials for all students.
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Student has prepared food but does not have proper materials or recipe copy.
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Student has prepared food and materials for all students but does not have proper copy of recipe.
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Student hasprepared food and material for all students and attach proper recipe copy to instructor
Format

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Student has niether prepared a PowerPoint or typed document.
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Student has only prepared PowerPoint or typed document with some formating errors.
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Student has prepared only PowerPoint or typed document without any errors.
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Student has prepared PowerPoint and typed document but has some formating errors.
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Student has prepared both PowerPoint and typed document in correct format to present
Dining Etiquette

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Student has address none(0) of the areas of business etiquette as they relate to the food presentation
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Student has address some(1-2) of the areas of business etiquette as they relate to the food presentation
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Student has address half(3) of the areas of business etiquette as they relate to the food presentation
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Student has address the majority(4) of the areas of business etiquette as they relate to the food presentation
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Student has address all(5) areas of business etiquette as they relate to the food presentation




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