2.7: Instructor Notes / Evaluation Criteria
- Page ID
- 49188
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Instructor Notes / Evaluation Criteria
Transparent Grading Framework for Chapter 1: PM Readiness and Team Setup
Purpose of This Section
Unlike future chapters, Chapter 1 is not about solving a business problem—it’s about preparing to lead one. This chapter is meant to simulate what a real project manager would do before any formal work begins:
- Clarify team structure
- Define shared processes
- Plan for communication and accountability
- Reflect on leadership readiness
The goal here is not to “get everything right.” It’s to demonstrate professional readiness, organization, and self-awareness.
Suggested Grading Rubric (Instructor Editable)
|
Category |
Description |
Points |
|
Team Role Assignment |
Clear documentation of role ownership, with notes on expectations |
10 |
|
Process Planning Sheet |
Well-defined team norms, tools, and systems for collaboration |
10 |
|
Work Plan (Optional Bonus) |
Logical task breakdown, timeline clarity, responsibility mapping |
+5 |
|
Reflection (Individual) |
Insightful self-assessment, PM mindset development |
5 |
|
Folder/Calendar Setup |
Professional organization of shared materials |
5 |
|
Team Collaboration & Professionalism |
Communication, responsiveness, leadership initiative |
10 |
|
TOTAL |
40–45 pts |
Instructors may adapt this scale depending on how heavily Chapter 1 is weighted in the overall course.
Grading Notes for Instructors
- Focus less on format, more on function: Did the tools create clarity?
- Look for leadership indicators: Who took initiative? Who clarified decisions?
- Encourage team feedback: You may ask teams to rate their setup experience or flag issues early.
- Allow space for improvement: Chapter 1 is foundational. Teams who struggle here can still excel later—with coaching and iteration.
Optional Peer Review Activity
You may optionally ask teams to:
- Swap process planning documents and provide structured peer feedback
- Comment on each other’s decision-making strategies or role choices
- Offer suggestions for collaboration norms
Peer Rubric (Optional):
|
Question |
Score (1–5) |
|
Are all major roles clearly assigned? |
|
|
Does the team have a realistic collaboration plan? |
|
|
Are internal deadlines or escalation paths documented? |
|
|
Does this plan feel like it would work in a professional setting? |
|
|
Overall clarity and professionalism |
Instructor Feedback Guidance
When giving feedback, focus on these themes:
- What strengths do you see in this team’s setup?
- What gaps may cause friction later if unaddressed?
- What does their process reveal about leadership potential?
- What one suggestion would you give to help them succeed in Chapter 1?
Feedback can be given as comments, voice memos, 1:1 check-ins, or through LMS rubrics.
Final Thought
Grading Chapter 1 is less about performance and more about pattern recognition. You’re observing how students organize, own, and prepare—and giving them the insight they need to improve over time.
This is where leadership begins.