CfA Panel Review Rubric for BA

	A	B	C	D	E	F
1	Category	4 Exceeds Expectations	3 Meets Expectations	2 Approaching Expectations	1 Below Expectations	0-Far Below Expectations

2		BEFORE THE PRESENTATION
3	Content: To what degree does the project match the deliverables	The student work (report and/or presentation) reflects all the steps in the directions as well as competencies of the project(s) connected to the chosen career. Both the student's work and answers to questions demonstrate an excellent use of technical vocabulary or major concepts/ideas learned from the projects and Kepler based courses. Student's content demonstrates the connection between actual real-world project, CfA projects and Kepler based courses. Content demonstrates the achievement of the learning objectives in the actual real-world project.	The student work reflects all the steps in the directions as well as competencies of the project(s) connected to the chosen career. Both the student's work and answers to questions demonstrate an excellent use of technical vocabulary or major concepts/ideas learned from the projects and Kepler based courses. However, the student's content contains some misunderstandings in the connection between actual real-world project, CfA projects and Kepler based courses. Content, somehow, demonstrates the achievement of the learning objectives in the actual real-world project.	The student work reflects a few the steps in the directions as well as competencies of the project(s) connected to the chosen career. His/her work or answers to reviewers' questions reflects insufficient use of technical vocabulary or major concepts/ideas learned from the projects and Kepler based courses. He/she may show some misunderstandings about most of them and/or is not able to show the connection betweenactual real-world project, CfA projects and Kepler based courses. Content does not clearly show the achievement of the learning objectives in the actual real-world project.	The student work hardly reflects any of the steps in the directions as well as competencies of the project(s) connected to the chosen career. His/her work or answers to reviewers' questions reflects a little use of technical vocabulary or major concepts/ideas learned from the projects and Kepler based courses. He/she may major misunderstandings about the connection between actual real-world project, CfA projects and Kepler based courses. Content shows learning objectives, but do not show a sense of achievement in the results.	The student work does not reflect any of the steps in the directions as well as competencies of the project(s) connected to the chosen career. Technical vocabulary or major concepts/ideas learned from the projects and Kepler based course were not mainly used either in the work or while answering questions from reviewers He/she is not able to show learning objectives while working on the actual real-world projects.
4	Quality: To what degree does the quality of the project match quality expectations for Kepler work.	Student work (deliverables) contain minor 2 different types of grammar mechanics ( subject-verb disagreement, tense inconsistency,missing or articles, improper use of preposition, punctuation errors, sentence structure, etc.) and / or formatting errors ( inconsistency in spacing, font size, paragraphs organization, overuse of quotes, etc.) which cannot confuse or mislead the reader. The student uses proper format for APA citation.	Student work (deliverables) contain 3 different types of grammar mechanics ( subject-verb disagreement, tense inconsistency,missing or articles, improper use of preposition, punctuation errors, sentence structure, etc.) and / or formatting errors ( inconsistency in spacing, font size, paragraphs organization,overuse of quotes, etc.) The student has no more than 1 error in citation using APA format.	Student work (deliverables) contain 4 different types of grammar mechanics ( subject-verb disagreement, tense inconsistency,missing or articles, improper use of preposition, punctuation errors, sentence structure, etc.) and / or formatting errors ( inconsistency in spacing, font size, paragraphs organization, overuse of quotes, etc.) The student has no more than 2-3 errors in citation using APA format.	Student work (deliverables) contain 5 different types of grammar mechanics ( subject-verb disagreement, tense inconsistency,missing or articles, improper use of preposition, punctuation errors, sentence structure, etc.) and / or formatting errors ( inconsistency in spacing, font size, paragraphs organization, overuse of quotes, etc.) The student has more than 4 frequent errors in citation by using APA format.	Student work (deliverables) contain more than 5 different types of grammar mechanics ( subject-verb disagreement, tense inconsistency,missing or articles, improper use of preposition, punctuation errors, sentence structure, etc.) and / or formatting errors ( inconsistency in spacing, font size, paragraphs organization, overuse of quotes, etc.). In addition, it is hard to follow the logic flow of the thoughts. The student didn't use any collect format for APA citation in his/her word.
5	Research Skills Ability to demonstrate research skills application	The student collected information from a wide variety of credible sources, including the local community. The information was critically analyzed and presented using different visuals such as graphs and charts. The conclusions drawn are supported by strong evidence and all sources are properly cited and well-referenced.	The Information was gathered from a variety of credible sources including the local community. The student made an effort to analyze and present the data using different visuals such as graphs and charts. In most cases, the conclusions drawn are supported by strong evidence and all sources are properly cited and well-referenced.	The Information was gathered from somewhat credible sources, including the local community. The student analyzed and presented data using visuals such as charts and graphs, although these may not be enough comprehensive. The conclusions drawn are not support by enough strong evidence or the sources used are not properly cited and referenced.	Most of the information was gathered from sources that are not credible enough. The student analyzed and presented data using visuals but in confusing manner. The conclusions drawn were based on assumptions and sources were not cited or referenced.	Information was not gathered from credible sources and the local community was not reached. The student did analyze and present data using visuals and there were no conclusions drawn at all. There were no sources used or referenced.
6		DURING PRESENTATION
7	Project Overview: To what degree is the student able to speak to the expectations and work of the project.	The student can clearly and succinctly describe in his/her own words the chosen career (topic), required skills, CfA projects connected to the career as well as competencies demonstrated in the actual real-world project	The student can tell the topic (career) chosen in the capstone project. He/she cannot describe skills included in a clear way and he/she is not able to state projects connected to the chosen career clearly. The student cannot demonstrate more than 2 competencies demonstrated in the capstone project. He/she fails to make connection of those competencies and what he/she did in the actual real-world project.	The student can demonstrate the understanding of the chosen career (topic), some required skills, most components of CfA projects connected to the career , but may struggle with clarity or summary. The student identifies competencies demonstrated in the capstone project, but he/she may have 3-4 misunderstandings or challenges in describing connection of competencies with the actual real-world project.	The student cannot describe many of the components of the project and/or confuses the project assignment or student's instructions. The student struggles with identifying more than two deliverables for the project and/or related competencies. The student cannot articulate more than 2 of the competencies in his/her own words.	The student can cannot describe in his/her own words the choose career (topic), any required skills, any CfA projects connected to the career as well as any competencies demonstrated in the actual real-world project.
8	Use of Feedback: To what degree is the student able to discuss feedback received, feedback used and feedback application	The student can clearly explain at least 5 different pieces of feedback received and is able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job.	The student can clearly explain at least 5 different pieces of feedback received but is not able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job. or The student can clearly explain at 4 different pieces of feedback received and is able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job	The student can clearly explain at least 4 different pieces of feedback received but is not able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job. or The student can clearly explain at least 3 different pieces of feedback received and is able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job.	The student can clearly explain at least 2 different pieces of feedback received and is able to explain how the feedback was used in CfA, in the actual real-world projectand how the feedback will impact his/her performance in his/her future job. or The student can clearly explain at least 3 different pieces of feedback received but is not able to explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job.	The student can only explain at least 2 different pieces of feedback received and is not able to clearly explain how the feedback was used in CfA, in the actual real-world project and how the feedback will impact his/her performance in his/her future job.
9	CfA Skill Application: To what degree is the student able to give examples of how CfA acquired skills apply to other contexts	The student explicitly explains how the skills learned from CfA projects are applicable to real life situations. The student uses numerous and specific examples from the actual real-world project or internship/work study/real life to convince the reviewers of learning competencies acquired and how applicable in real life.	The student explains how the skills learned from CfA projects are applicable to real life situation. The student uses numerous and some specific examples from the actual real-world project or internship/work study/real life to convince the reviewers of learning competencies acquired and how applicable in real life.	The student somewhat explains how the skills learned from CfA projects are applicable to real life situation. The student uses numerous and vague examples from the actual real-world project or internship/work study/real life to convince the reviewers of learning competencies acquired and how applicable in real life.	The student hardly explains how the skills learned from CfA projects are applicable to real life situation. The student uses few and unspecific examples from the actual real-world project or internship/work study/real life to convince the reviewers of learning competencies acquired and how applicable in real life.	The student failed to explain how the skills learned from CfA projects are applicable to real life situation. The student uses unspecific examples from the actual real-world project or internship/work study/real life to convince the reviewers of learning competencies acquired and how applicable in real life.
10	Questions: To what degree is the student able to understand questions and respond in a professional and articulate manner	The student is able to speak to all the questions asked by the Panel Reviewers clearly and succinctly. The student can directly answer the questions and cites 4 examples (when applicable) from his or her work to verify his/her argument.	The student is able to speak to all but 2 questions asked by the panel in a clear and succinct way. The student can directly answer the questions and cites 3 examples (when applicable) from his or her work to justify his/her argument. The student may need to ask 1 clarifying question of the question in order to form an answer.	The student is able to speak to all but 3 questions asked by the panel in a clear and succinct way. The student can directly answer the questions and cites 2 examples (when applicable) from his or her work to justify his/her argument. The student may need to ask 1-2 clarifying questions to form comprehension.	The student can answer only half of the questions asked or cannot speak to 4-5 questions asked by the panel. The clarity of answers varies and often needs follow-up questions to gauge full meaning. The student does not use examples to justify claims. The student needs to ask 4-5 clarifying questions to understand the panel's questions.	The student cannot answer more than 5 of the questions asked or more than 5 of the questions asked receive vague, incorrect, or misguided answers. The clarity of the answers is limited often leading to probing or follow-up questions by the panel. The student does not give examples of work or presents confused examples.
11	Public Speaking: To what degree does the student speak professionally and clearly	Student speaks fluently, clearly and appropriately uses different voice modulation, emotion, body language and eye contact to engage the audience all the times during presentation. Student has professional and engaging posture through all of the presentation.	Student always speaks loudly, clearly and appropriately uses some voice modulation emotion, body language and eye contact to engage the audience many times during presentation. Student has professional and engaging posture through most of the presentation.	Student mostly speaks loudly, clearly and uses voice modulation emotion, body language and eye contact to engage the audience sometimes during presentation. Student mostly has professional and engaging posture during presentation.	Student sometimes speaks loudly, clearly and rarely uses voice modulation emotion, body language and eye contact (demonstrate nervousness twitching, rocking, extraneous body movement) to engage the audience during presentation.	Student rarely speaks loudly, clearly and does not use voice modulation emotion, body language and eye contact (demonstrate nervousness twitching, rocking, extraneous body movement) to engage the audience during presentation. Student uses notes almost the entire time and his/her posture is quite unprofessional or not engaging.
12	Academic integrity: To what degree does the students work and the students conduct throughout the panel review reflect standards of academic integrity	The student is able to clearly articulate what academic integrity means in his/her own words, how it works and why it is important. He/she demonstrates a thorough understanding of the consequences of lack of academic integrity both academically and professionally. Using the resources chosen by the panel, the student certifies how all the major elements of academic integrity are reflected in his/her work and he/she is able to speak to why this was important in the completion of the the project.	The student is able to clearly articulate what academic integrity means in his/her own words, how it works, and why it is important. He/she demonstrates a major understanding of the consequences of lack of academic integrity both academically and professionally. Using the resources chosen by the panel, the student certifies how most elements of academic integrity are reflected in his/her work and he/she is able to speak to why this was important in the completion of the project.	The student is able to mildly articulate what academic integrity means in his/her own words, how it works, and why it is important. He/she may demonstrate good understanding of the consequences of lack of academic integrity both academically and professionally. Using the resources chosen by the panel, the student may be able to certify how some elements of academic integrity are reflected in his/her work. The student may be able to speak to why this was important in the completion of the project.	The student is struggling with articulating what academic integrity means in his/her own words, how it works, and why it is important. He/she demonstrates a mediocre understanding of the consequences of lack of academic integrity both academically and/or professionally. Using the resources chosen by the panel, the student shows major misconceptions or confusions on how his/her work reflects academic integrity. He may find it hard to speak to why this was important in the completion of his/her work.	The is not at all able to articulate what academic integrity means in his/her own words, how it works, and why it is important. He/she does not understand the consequences of lack of academic integrity both academically and/or professionally. Using the resources chosen by the panel, the student is not able to show how his/her work reflects academic integrity. He is unable to speak to why this was important in the completion of his/her work.
13	Professional Dressing: How much professionally the student is dressed	The student is dressed in a highly professional manner (suit, shirt and tie, dress/trousers). The student is very neat, well-groomed	The student is dressed in a professional manner (skirt/blouse, dress pants/blouse, shirt and tie). He/she is generally neat and well-groomed.	The student is dressed in a fairly professional manner with a mix of casual and professional dressing (sports jacket and trousers, trousers with sneakers, etc. The student is fairly neat.	The student is dressed in a casual, but not necessarily professional manner (Revealing blouse, open collar/no tie). The student is not neat enough.	The student is dressed in an inappropriate and/or unkempt manner.
14	Use of Technology for Presentation The level of presentation in the use of technology	The presentation created has several advanced features, including enhancing text and images, customization and inserting video and audio. The presentation is skillfully edited and appropriate to the situation.	The presentation created includes one or two advanced features such as speaker notes, animation, inserting charts/graphs/documents, and various slide transitions. Information is clearly presented in all cases.	The presentation created includes text, images, and a variety of slide templates. The presentation is basic but the information is clearly presented in the majority of cases.	The presentation is created with text, images, and alter the slide templates used. Information is presented in a basic way, and may be laid out in a way that is confusing or difficult to process.	The presentation is mainly made up of text. There is only 1 or two visuals that are not engaging to the audience.
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