2.7: Instructor Notes and Grading Rubric
- Page ID
- 49214
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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 Grading Rubric
Milestone 1: Structuring Scope – UCMS Project Charter
Purpose of This Rubric
This rubric supports the evaluation of students' first major consulting deliverable—the Project Charter for the UCMS system planning initiative. The Charter represents the student’s ability to:
- Understand and communicate a real business problem
- Align stakeholder needs with planning actions
- Use best practices in project initiation and scope framing
- Demonstrate early leadership thinking through writing
This milestone sets the tone for the entire practicum. A strong submission reflects not just content accuracy, but also clarity of thought, strategic framing, and professional polish.
Instructor Guidance
As you review, keep the following in mind:
- Encourage strategic voice over academic tone
- Reward clarity and decision-making, not just completion
- Look for evidence that the student read and applied the memo and SRS
- Use feedback to help the student grow into the role of a project leader—not just a document producer
Grading Rubric (Total: 100 points)
-
Structure and Completeness
- All required sections are present and clearly labeled (Purpose, Scope, Constraints, Success, Stakeholders, etc.) – 15 pts
- Tables are used appropriately for stakeholder roles, deliverables, and approvals – 5 pts
-
Strategic Thinking
- Purpose and alignment sections show an understanding of UCMS’s actual needs (not generic language) – 10 pts
- Clear prioritization of constraints with rationale – 5 pts
- Risks and assumptions are specific, not vague – 5 pts
-
Best Practice Integration
- Demonstrates understanding and application of at least 5 of the 6 C-Bay best practices (reference doc) – 15 pts
- Charter flows like a “story with structure,” not a form with blanks – 5 pts
-
Success Criteria
-
Includes 3–5 specific, measurable success indicators (not generalizations) – 10 pts
-
Stakeholder Insight
-
Stakeholders are named, roles defined, and influence types clarified – 10 pts
-
Writing and Professionalism
- Tone is appropriate for client-facing delivery (no filler, no hedging) – 5 pts
- Grammar, formatting, and organization support readability – 5 pts
-
Application of Inputs
-
Clearly references or reflects content from the UCMS memo and/or SRS – 10 pts
-
Reflection (if assigned)
-
Student thoughtfully reflects on process, strategy, and learning – 5 pts
Scoring Scale
| Total Score | Grade | Description |
|---|---|---|
| 90–100 | A | Excellent—ready for real client review with minor or no edits |
| 80–89 | B | Strong work—may need light polish or minor improvements |
| 70–79 | C | Adequate—meets minimum requirements but lacks clarity or depth |
| 60–69 | D | Incomplete or weak—some sections missing or lack strategic intent |
| <60 | F | Not professional, not client-ready, or missing significant parts |
Feedback Guidance for Instructors
Instead of just noting “missing content,” use coaching prompts like:
- “How might you reframe this scope to reflect UCMS’s strategic pain points more directly?”
- “Where can you move beyond description and start making decisions?”
Highlight when a student’s tone sounds more like a proposal than a plan—and help them correct it.
Encourage students to treat this milestone as a leadership rehearsal, not a homework assignment.
Optional Instructor Tracking Tool
You may want to track:
- Which best practices were most successfully applied
- Common gaps across student submissions
- Use of internal tools (SRS, Memo, Template, Reference Guide)
- Peer feedback effectiveness (if peer review was used)