and it your grade: the papers are about analysis and applying the frameworks, won’t improve they are not research papers. Cutting and pasting answers from Wikipedia or the internet will earn you an F. 9. Grading Standards: Students often ask about grades. My expectations and standards are as follows. An is for work of distinction; to achieve a grade of an assignment you “A” “A” on must complete all the requirements for that assignment and do an excellent not good, – excellent job on them. Good quality work that completes all the required elements of an – assignment earns a that is of less than good quality or that does not fulfill the “B.” Work assignment requirements will receive a lower grade. 10. In particular, papers will be graded on the basis of quality of analysis, thoroughness of coverage, and clarity of reasoning. There admittedly is a subjective element to this, but I emphasize that it is not arbitrary. Papers that clearly and fully identify key issues, apply course concepts and frameworks appropriately, and are written in a clear, concise style will earn high grades; those that don't, won't. Although the emphasis will be on content, the mechanics (organization, grammar, punctuation, spelling, sentence and paragraph construction) and appearance of the paper will also count. Result 2.2: Results of Course - Embedded Assessment 35 of 38 students completed the course with a grade of B or better. Results from MGMT 5800 Fall 2013: Class assignments and expectations/requirements/criteria for written work were the same as in Spring 2014. 22 of 23 students completed the course with a grade of B or better. Action Summary 1: Action Summary for Objective/Outcome Written Communication We will continue monitoring this objective. Overall the vast majority of students are able to submit effective written work that is: clear and accessible in terms of uncluttered visual structure comprehensible in terms of appropriate organization and grammatical construction (sentences and paragraphs, mis-spellings etc.) that draws attention to key points useable: in terms of content as well as providing a clear line of reasoning supported by relevant evidence and argumentation We are on the right track but would be well advised to remind students periodically that attractive graphics and verbiage are not a substitute for analysis and evidence.
and it won’t improve your grade: the papers are about analysis and applying the frameworks, they are not research papers. Cutting and pasting answers from Wikipedia or the internet will earn you an F. 9. Grading Standards: Students often ask about grades. My expectations and standards are as follows. An “A” is for work of distinction; to achieve a grade of “A” on an assignment you must complete all the requirements for that assignment and do an excellent – not good, excellent – job on them. Good quality work that completes all the required elements of an assignment earns a “B.” Work that is of less than good quality or that does not fulfill the assignment requirements will receive a lower grade. 10. In particular, papers will be graded on the basis of quality of analysis, thoroughness of coverage, and clarity of reasoning. There admittedly is a subjective element to this, but I emphasize that it is not arbitrary. Papers that clearly and fully identify key issues, apply course concepts and frameworks appropriately, and are written in a clear, concise style will earn high grades; those that don't, won't. Although the emphasis will be on content, the mechanics (organization, grammar, punctuation, spelling, sentence and paragraph construction) and appearance of the paper will also count. Result 2.2: Results of Course - Embedded Assessment 35 of 38 students completed the course with a grade of B or better. Results from MGMT 5800 Fall 2013: Class assignments and expectations/requirements/criteria for written work were the same as in Spring 2014. 22 of 23 students completed the course with a grade of B or better. Action Summary 1: Action Summary for Objective/Outcome Written Communication We will continue monitoring this objective. Overall the vast majority of students are able to submit effective written work that is: clear and accessible in terms of uncluttered visual structure comprehensible in terms of appropriate organization and grammatical construction (sentences and paragraphs, mis-spellings etc.) that draws attention to key points useable: in terms of content as well as providing a clear line of reasoning supported by relevant evidence and argumentation We are on the right track but would be well advised to remind students periodically that attractive graphics and verbiage are not a substitute for analysis and evidence.
PMBA_2104%20to%202015%20Assessment.docx