3.6: Instructor Notes / Evaluation Criteria
- Page ID
- 49239
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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 – Assessing Professional Readiness
This section is intended for instructors, teaching assistants, or peer reviewers who will assess the milestone deliverables produced in Chapter 1. It is also recommended reading for students, as transparency in evaluation criteria supports self-directed improvement and professional accountability—two core goals of this practicum.
Each deliverable for this milestone has been designed to simulate a real-world project artifact. Evaluation should reflect both process (how the team approached the task) and product (what they delivered), with attention to communication quality, risk awareness, critical thinking, and team coordination.
Rubric-Based Evaluation (Suggested Weights)
|
Component |
Criteria |
Points |
|
Project Charter |
Clarity, professionalism, inclusion of all required elements |
20 |
|
Evaluation Matrix |
Relevance and clarity of criteria, logic behind scoring and recommendation |
20 |
|
Preliminary Cost Model |
Transparent assumptions, logical structure, high-level realism |
15 |
|
Team Presentation |
Slide design, content flow, clarity of recommendation, team collaboration |
25 |
|
Professionalism and Process |
Role clarity, collaboration, timeline management, communication |
10 |
|
Reflection Quality (optional or bonus) |
Insightfulness, self-awareness, practical takeaways |
10 |
|
Total |
100 |
Note: Faculty may adapt this weighting based on time constraints, learning objectives, or individual vs. team emphasis.
What to Look For
Strong Submissions Will...
- Deliver a focused and actionable project charter
- Define decision criteria that are thoughtful and customized to the scenario
- Show a clear comparison between facility options
- Identify and articulate assumptions and unknowns (not hide from them)
- Communicate with a clean, professional visual presentation
- Show evidence of internal peer review (no single-author dominance)
- Exhibit the tone and structure of a real-world executive recommendation
Red Flags Include...
- Copy-paste of the scenario prompt with no synthesis
- Vague or circular evaluation criteria (e.g., "overall fit")
- Lack of justification for cost assumptions
- Presentation is overstuffed, under-rehearsed, or presenter-dependent
- No signs of internal role assignment or project management
- Excessive team imbalance (e.g., one student did all the work)
Feedback Recommendations
Use process-oriented feedback, especially in early milestones. For example:
- “Your cost logic was solid, but you buried the recommendation until Slide 9.”
- “Nice work applying assumptions—next time, highlight those in the cost tab more clearly.”
- “Teamwork appears solid; consider rotating the presentation role for Milestone 2.”
- “Evaluation criteria were valid, but not well explained—be sure to define what ‘scalability’ means in this context.”
Frame comments not just for this submission, but as preparation for future leadership scenarios.
Faculty Option: Peer Review or Role Simulation
To deepen the learning experience and simulate real stakeholder feedback:
- Assign one team to act as C-Bay’s Board of Directors, responding to the presentations
- Require each team to review another team’s charter and leave a written review as if they were internal leadership
- Allow students to submit a short “Team Health Check” describing their internal dynamics and learning
This milestone isn’t just about selecting a building. It’s about learning how to plan under pressure, justify decisions, and communicate with leadership. Those are the skills that separate project doers from project leaders.