Exhibit 1: Basic Grading Criteria: BRIEFING Assignment

Clearly identifies relevant and critical aspects of the situation statement of

the challenges and opportunities is well supported by a thorough analysis
which includes use of background information other than that which was
A
initially provided; Strategic options are well reasoned, substantial and viable,
and the recommendation is sound.
Applies a sufficient number and diversity of relevant concepts and tools
identified in assigned readings.
Insightful and creative application of core concepts/ concept map.
Well written Easy to understand because it is well organized, avoids
redundancy, makes points clearly and concisely, and is persuasive.
Addresses the basic issue(s) but overlooks several secondary issues of
importance and/or misconstrues or misstates aspects of the situation. Some
problems in the clarity of the problem statement and/or supporting analysis
B
and/or statement of strategic options.
Limited insight in application of concepts. Tends to pile on but not establish.
Limited application of relevant concepts. Problems include a
tendency to list and to inadequately explain the specifics. Often
misses the opportunity to apply one or more key concepts or
neglects to see or raise a critical issue. A tendency toward stating
unsubstantiated, uniformed opinions asserting but not proving.
Reasonably well written but the communication is not always clear. Contains a
few flaws in the areas of organization, clarity, or brevity.
Addresses the most basic aspects, but does not fully address the situation.
Analysis is limited or suspect, one or more of the strategic options are simply
inadequate.
C
Limited application of course material, and/or problems with the
quantity and relevance of the material that is applied. There is a question
about how much of the reading has been completed or comprehended.
Primarily reads as an unsubstantiated, uninformed opinion and/or a mere
repetition/ recitation of the facts assembled. Little analysis or insight.
Understandable i.e., sticks to topic, although the clarity, logic or technical
performance is flawed. Contains too many spelling and/or grammatical errors.
D/F Distinction is a matter of degree
One cannot readily discern the insights or analysis being provided
based upon the material provided. Entire portions of the assignment are
overlooked or omitted.
No significant effort to apply readings, cases and lecture materials, or a
misapplication of these concepts and materials.
Very difficult to understand and often unintelligible -- wanders, with no obvious
connection from one point to the next, reads as a stream of consciousness
or a simple recitation of phrases and concepts that seem to fit only by
proximity. No explanation provided. To paraphrase Winston Churchill, This

report, by its very nature, defends itself against the risk of being read.

Exhibit 2: Grading Criteria for Discussion/ Participation

RELEVANT, DIAGNOSTIC AND PRESCRIPTIVE INPUT

APPLIES COURSE MATERIAL
INSIGHTFUL & CREATIVE
FAIR MINDED AND ENGAGING
Addresses a key aspect of the discussion, question, case.
Applies relevant concepts from assigned. The comments are creative,
relevant and insightful.
5
Is clear, and persuasive without being argumentative. The comment is
organized, avoids redundancy, makes the point clearly and concisely, and is
persuasive.
Addresses a key aspect of the discussion, question, case, but is not
particularly original or creative. Tends to restate, oversimplify or misconstrue
the situation. Less leadership, creativity and insight.
4/
Applies relevant concepts, but also misses the opportunity to link a
3
key concept/ issue. Tendency is toward unsubstantiated, uniformed
opinion
The communication contains a few flaws in organization, clarity, and brevity.
Addresses a pedestrian aspect of the situation, or raises an issue in a way
that is not particularly insightful or persuasive. Appears to not fully grasp
what is going on.
3/
There is limited application of course material and/or problems
2
with the quantity and relevance of the material that is applied. Little
creativity or insight.
Primarily presented as an unsubstantiated, uninformed opinion and/or a
mere repetition/ recitation of the facts as they are already known.
The comment/ answer is basically understandable -- sticks to topic,
although the clarity, logic or technical performance is faulty in places.
One cannot readily discern what is being offered in the way of
comment or insight. A very tangential aspect of the situation is
being addressed, or attention is focused on the wrong facts/
1
situation altogether.
No significant effort to apply readings, cases and lecture materials, or the
attempt is so. Does not appear to apply case materials, or applies them
inappropriately.
Very difficult to understand/ virtually unintelligible -- wanders, with no
obvious connection from one point to the next and is communicated as a
stream of consciousness or a simple reaction or recitation of phrases and
concepts forced to fit. No explanation provided, and there are substantial
problems in presentation manner or style.
PERIPHERAL, IRRELEVANT, REDUNDANT OR INAPPROPRIATE COMMENT
COMBATIVE OR OTHERWISE UNPRODUCTIVE ENGAGEMENT
INTUITIVE AND NOT GROUNDED IN COURSE MATERIALS
DETRACTS FROM THE LEARNING PROCESS

Refer to additional material regarding Participation provided in the Course

Syllabus. NOTE: All contributions made late relative to the ongoing discussion will be subject
to at least a one point reduction from the grade earned on the basis of the contribution.
Exhibit 3: Assessing Critical Thinking
Critical thinking requires you to think and link. Students are expected to be: Clear,
accurate, specific, relevant, logical, and fair-minded in their thinking and in their
interactions with others. There are essentially four problems that pop up when students
stumble with regard to critical thinking:

First, students will tend to simply restate or rewrite the comments, opinions, and facts of the
article or case. The only reason this should be done would be to enable you to make your point
about the comment/opinion/ facts. The essential task is to have a point, and to make it. And
that point IS NOT to merely provide a recitation. You are to THINK about what is contained in
the materials and provide evidence about what you are thinking. This problem commonly
arises when a student spends most of their time restating and not evaluating the
material.
Second, students will tend to miss the linkages to the core content/ concepts as reflected in the
readings, cases, and lectures. You must make explicit linkages between the situation you are
reading about and the material we are exploring and applying in this class. This problem
arises when a student fails to provide a link, fails to be precise about a link, or provides
a link that simply does not apply.
Third, there are problems of expression there are awkward or non-existent transitions
between thoughts, comments are repeated, or the student simply does not make a point in a
clear, concise and compelling way. This problem arises when a student tends to be
superficial or tends to interact quickly without purpose or organization.
Fourth, there is an overemphasis on being negative and taking the role of critic, rather than
being constructive and balanced. This problem arises when a student tends toward being
personal and disagreeable rather than focusing on the disagreement.

Here are some of the notations one might encounter in an evaluation of written material that
suffers from these problems:

RS/ REHASH simply a restatement of content accurate

RS? a restatement of content that has problemsmay be inaccurate/ fragmented
So? So What? relevance problem -- What point are you trying to make here?
Why? What is your reasoning? Also: How? When? Where? How Much?
EX Expand/ explain this
TG tangential issue
GEN over-generalization/ specification problem
ME me mentality problem
SM single minded explanation silver bullet syndrome
Link? problem with the detail or the explanation as to why you made this linkage
SE specification error idea/link is not clear/ not explained
RD redundant
BZ buzz words, jargon, name-dropping
TS tossed salad simply throwing things in/ piling on no clear purpose
WW wrong word used (also circled or underlined)

AWK awkward word use, phrasing, sentence structure

Refer to additional material regarding Critical Thinking provided on the course

website (Course Information).