6.6: Instructor Notes and Grading Rubric
- Page ID
- 52241
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Purpose of This Milestone (Instructor Perspective)
This milestone marks a critical turning point in the practicum. Students move from building a plan to managing the execution of that plan. For the first time, they are expected to:
- Design operational control systems
- Monitor and track real-world progress (scope, schedule)
- Define thresholds for issue escalation and scope change
- Present a clean, concise dashboard for reporting project health
The goal is not just completeness—it’s usability. The submitted toolkit should reflect how a real project team would manage delivery after kickoff.
Instructor Review Focus
As you evaluate student submissions, consider the following questions:
- Does this toolkit align with their previously submitted plan?
- Are tasks and deliverables traceable to their WBS and schedule?
- Is the scope register capturing meaningful deliverables?
- Would these tools support actual project execution?
- Are the formats sustainable for weekly updates?
- Is the information structured for decision-making?
- Do the escalation rules demonstrate risk awareness and accountability?
- Are they practical and well-defined—not just decorative?
- Does the dashboard communicate progress and risk clearly?
- Could a stakeholder scan it in 60 seconds and understand the health of the project?
- Is the team demonstrating ownership of project reality—not just ideal plans?
Grading Rubric (Total: 100 Points)
| Section | Criteria | Points |
|---|---|---|
| Scope Control Register | Includes all major deliverables; status, ownership, and scope change tracking are clear and consistent | 20 pts |
| Schedule Progress Tracker | Tracks key tasks/milestones; includes status updates, percent complete, delays, and owner notes | 20 pts |
| Change & Escalation Protocol | Escalation rules are specific, logical, and linked to triggers; includes usable process or diagram + change log format | 20 pts |
| Control Dashboard (Lite) | Dashboard is complete, readable, scannable; includes milestone summary, status indicators, top issues, and upcoming actions | 20 pts |
| Consistency & Integration | All tools align with previously submitted WBS, scope, and milestones; data is not contradictory or misaligned | 10 pts |
| Professionalism & Usability | Submission is well-organized, clearly formatted, and execution-ready for real project use | 10 pts |
Grading Scale
| Score Range | Grade | Description |
|---|---|---|
| 90–100 | A | Excellent. Tools are professional, aligned, and execution-ready. Stakeholders could use them with confidence. |
| 80–89 | B | Very good. Strong structure and logic, with minor gaps in clarity, formatting, or completeness. |
| 70–79 | C | Acceptable. Core tools are present but may be overly general, unclear, or misaligned with the plan. |
| 60–69 | D | Underdeveloped. Major sections missing, unclear ownership, or weak real-world usability. |
| Below 60 | F | Not usable. Tools are incomplete, disconnected from plan, or do not reflect a functional control system. |
Feedback Language for Coaching
Use these sentence starters to give students clear, supportive feedback:
- “Consider refining your escalation flow to better reflect realistic thresholds for action…”
- “Your scope tracker is strong—consider adding a filter for items with scope change flags…”
- “This dashboard shows good formatting; try linking it more explicitly to milestone deadlines…”
- “The tracker would be easier to use weekly if progress were color-coded or auto-calculated…”
- “Your change log format is useful. You could improve it by including decision ownership…”
Instructor Tips (Optional In-Class Review Ideas)
- Have teams present their dashboards to peers in a 3-minute simulation
- Do a live “tracker update” walkthrough—what’s missing? What would the PM ask?
- Ask students to write mock emails using their dashboards to communicate delay, scope change, or risk escalation
- Compare two submissions and discuss: Which one would work better in real life—and why?