Student Performance Standards
The criteria below are used to assess student performance. Performance is defined as how well the student has prepared for and performed in class, and how well the student has mastered the material presented.
A: Fully Prepared
Has studied the syllabus and completed all required reading plus some optional material.
Is familiar with the issues to be discussed and has carefully thought them through to discover relationships.
Is prepared not only to contribute to the discussion but also to lead it.
May have prepared additional supporting material for use in the seminar.
B: Well Prepared
Has studied the material and completed most of the required reading.
Knows the issues to be discussed, has thought about them, and is ready to contribute.
C: Inadequately Prepared
Has not studied the material and completed little of the reading.
Does not fully understand the issues under consideration through lack of effort.
Not ready to contribute effectively.
A: Ideas Especially Constructive and Imaginative
Insightful.
Innovative thinking which stretches the minds of others in seminar.
Understands relationships between ideas.
Will try out new concepts.
Speaks in an articulate, confident, and persuasive manner.
Encourages others to participate; an attentive listener who builds on points made by others.
Relates concepts quickly.
B: Ideas and Concepts are Organized and Understandable
Understands pro's and con's.
Uses sound reasoning.
Speaks clearly, confidently, and coherently.
Gets the point across.
Uses appropriate grammar and pronunciation.
Listens well.
C: May Have Valid Ideas, but Lacks Organization
Misses the point of the discussion ideas.
Hampered by poor grammar, inappropriate language, or distracting mannerisms.
Rambles.
Lacks confidence when speaking.
Listens poorly and does not give others a chance to speak.
A: Fully Understands All of the Principles, Concepts, and Issues
Clearly demonstrates knowledge gained from assigned readings as well as from supplemental material.
Aggressively seeks to expand his/her knowledge and depth of understanding.
Quickly and clearly understands how to analyze a problem and its components.
Imaginative and innovative in seeking solutions.
Is willing to test new ideas and approaches.
Exceptionally thorough and accurate in discerning the assumptions, is creative in establishing alternative courses of action, and in assessing risk.
Recommendations are rational, practicable, and complete.
B: Grasps the Basic Concepts and Assimilates Information Presented in Readings, Lectures, and Class Discussions
Demonstrates an understanding and ability to apply the knowledge in new and different cases.
Understands the problem or issue and can break it down to its essentials.
Logical and methodical in seeking solutions or resolution.
C: Has Difficulty in Understanding and in Synthesizing the Material Presented
Does not fully comprehend the basic concepts and often misapplies them when confronted with new cases.
May not fully grasp the problem or issue or its components.
Recommended solutions may be faulty because of lack of understanding or because of poor reasoning.
Jumps to conclusions based on insufficient evidence.
Fails to continue to examine alternative courses of action.
Closed mind to new ideas and approaches.
A: Forceful and enthusiastic, interested, and fully involved
Stimulates other students and draws them out.
Exceptional qualities of leadership, but comfortably accepts support role when assigned.
Skillfully uses knowledge of group dynamics to inspire cooperation among diverse individuals/groups.
Works exceptionally well with others regardless of position.
Makes things happen.
B: Interested, involved, and supportive
Respects the views and ideas of others.
Cooperative and a team player; can either lead or follow.
Carries his/her share.
Gets group to work together without mandates.
Treats people in considerate, courteous manner.
Stays focused on seminar goals.
C: Sometimes shows lack of interest or involvement and may not be supportive of group goals
May disregard the ideas and feelings of others.
May be impatient, patronizing, or impolite; talk too much or listen too little.
May be inflexible or unwilling to take assigned role.
Not a team player.
A: Clarity in thought and expression
Insightful, tightly organized, and well-honed composition.
May be original in approach.
Thorough research when required.
Persuasive argumentation.
Well-reasoned work with good evidence.
Excellent development of concepts and good use of transitions.
B: Writes logically and persuasively
Mature ability to think issues through, gather information, and express ideas using standard English mechanics.
Communicates points and arguments clearly.
C: Organization and logical flow flawed
Argumentation hackneyed, incompetent, incomplete, and one-sided.
Uneven in clarity, lacking in unity, and sparse in evidence.
Enervating style.
Burdened with clich�s of thought and expression.
A: Competent use of standard written English
Technically correct.
Proper use and choice of words.
Analogies, historical examples, figures of speech used to good effect.
Original in terms of phrase, well-crafted sentences, and good transitions between sections and paragraphs.
B: Good working knowledge of standard English
No habit of flawed English grammar and word usage.
Mechanics correct.
Presentable work.
C: Excessive errors. Sloppy work
Not presentable to high-level government officials or managers.
In need of remedial work.
Style and mechanics distracting to readers.
A: Clearly thought out and well-organized material
Crisp and persuasive presentation.
Topics germane, arguments tightly constructed, and evidence available in support of material.
Potential questions anticipated.
Often includes recommendations.
B: Good professional presentation
Does the job assigned.
All major points covered.
C: Lacking clarity, completeness, and unity; support material weak
This presentation should not be given to supervisor.
A: Speaker in control. Style, emphasis, voice, and physical bearing all contribute to persuasive and informative presentation
Audio-visual aids (as appropriate) well-crafted and helpful in communicating concepts.
Mindful of audience needs.
B: Solid presentation. Briefing helped accomplish seminar lessons
May use audio visual aids.
Knows how to keep the attention of the audience.
C: Boring delivery. No consideration for audience
Filled the square, little work or practice evident in preparing and delivering material.
May even read material rather speak without dependence on notes.