5.6: Submission Checklist and Final Assembly
- Page ID
- 52114
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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 and Evaluation Criteria
This section provides guidance for instructors reviewing student submissions for Chapter 3: Estimating Costs and Building the Budget. This milestone assesses the student team’s ability to convert a structured plan into time-based and financially viable execution pathways. The key dimensions to look for are clarity, logic, practicality, and professionalism.
🎯 Evaluation Scope
Submissions to be evaluated typically include:
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✅ Project Schedule: timeline, milestones, task sequencing, durations, dependencies, and resource assignments
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✅ Cost Estimation Workbook: detailed breakdown of all relevant costs, categorized and subtotaled, with documented assumptions
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✅ Budget Narrative: written explanation of cost drivers, justification of scaling model, and framing of trade-offs
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✅ Optional Executive Slide Deck: 3–5 slide summary of cost logic, scaling strategy, and financial priorities
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✅ Reflection and Debrief: individual or team-based reflection to capture learning, uncertainty, and group process insights
✅ Core Evaluation Criteria (Suggested)
1. Clarity and Structure (20%)
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Are spreadsheets and documents clearly labeled and easy to follow?
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Are assumptions and sources stated transparently?
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Are naming conventions followed?
2. Scheduling Realism (20%)
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Does the project schedule reflect logical task flows, phases, and resource assignments?
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Are durations and dependencies realistic?
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Is a WBS Dictionary included and clearly tied to the schedule?
3. Financial Accuracy and Insight (25%)
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Are major cost drivers realistic and well-researched?
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Are one-time, recurring, and per-unit costs correctly distinguished?
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Are multiple rollout scenarios modeled (pilot, mid-scale, full-scale)?
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Do totals and subtotals calculate correctly?
4. Strategic Thinking and Trade-Offs (20%)
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Do students explain why the budget works—not just what it costs?
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Are trade-offs between cost, speed, and quality thoughtfully addressed?
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Are assumptions tested or acknowledged as risks?
5. Reflection and Learning (15%)
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Do student reflections demonstrate insight into what they learned?
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Is there evidence of self-awareness or growth in understanding cost modeling and resource planning?
💡 Instructor Notes
Strong submissions will reflect mature project thinking—not just spreadsheet literacy. Look for teams that:
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Link scheduling and cost logic with their proposed architecture
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Justify their scaling model, not just replicate numbers
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Reflect on what surprised them or where they struggled
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Offer realistic trade-offs or improvements that show ownership of the plan
Encourage students to move beyond “filling out forms” and toward telling a clear, defendable story of how this budget could actually work in a real organization like C-Bay.