MPA Program Policy/Management Brief Evaluation Rubric ...

Evaluation Criteria
Written communication/Technical requirements
Organization
Visual aids, e.g. graphs, tables, charts, figures,
bulleted lists
Word Choice
Grammar
Components (cover page, executive summary,
problem statement, background, current situation,
alternatives, views of constituencies,
recommendations, references/sources)
Format (spacing, page numbers, page length,
heading and subheadings, references in appropriate
format, 12-point font, number of copies submitted)
MPA Program
Policy/Management Brief
Evaluation Rubric
Organization is unclear, disorganized, or
illogical.
None or some carelessly prepared or not
understandable. All text and/or
confusing visuals.
Use of slang, inappropriate words, and
malapropisms.
Many misspelled words, serious
grammatical errors, poorly proofed, e.g.
non sentences.
Incomplete: several missing
components.
Incomplete or not appropriate: several
inadequate format elements.
Well organized and easy to understand.
Several helpful visual aids.
Words are appropriately chosen.
Only one or two grammatical or spelling
errors.
All components included and
appropriate.
All formatting correct.
Extremely well organized, logical, and
clear.
Many visual aids, easy to read and
understand and of professional quality.
Words are carefully chosen, very
descriptive, and add to the presentation.
Perfectly proofed without errors.
All components included, appropriate,
and well-designed.
All formatting correct and consistent.
Competency Level Developing Competent Exemplary
Comments:
Content
Thesis/argument/theme clarity
Points seem unclear and inconsistent, e.g.
introduction does not relate to conclusion
Overall thesis clear and related to
supportive points, arguments, and
conclusion.
Thesis, arguments, and conclusion clear
and profound.
Questions addressed Not addressed. All addressed. All addressed and several good questions
raised.
Analysis and evidence (including examples) Missing or not related. Clear, complete, and appropriate. Creative and appropriate and clear.
Use of concepts Little or no use of basic concepts. Appropriate use of almost all key
concepts.
Appropriate and creative use of all key
concepts.
Voice (neutral, analytical, logical) Emotional, polemic, partisan. Analytical, logical. Exceptionally well argued.
General understanding of approach, method,
framework
Lack of comprehension of approach,
method, or framework.
Comprehension manifested.
Competency Level Developing Competent Exemplary
Comments:
Beyond basic comprehension to
manifestation of subtleties of approach.

Application
Appropriateness
Inappropriate, e.g. not appropriate for Appropriate and helps generate insights Unique and creative.
methods used.
into problem/issues at hand.
Complexity Same as class case or problem. Real-life application. Real-life, complex application.
Level of analysis (quantitative and qualitative) Little analysis and/or few insights. Solid analysis; substantive insights. Nuances worked through; extensive and
and insights into issues or problems
appropriate analysis of most issues.
Significance
Trivial issue or problem for individual Issue for collective; major issue.
Issue or problem facing major portion of
and collective; no or little impact.
society; one of most significant issues.
Assumptions None stated or recognized. Almost all assumptions stated, justified, Assumptions stated, justified, and
and reasonable.
reasonable.
Feasibility
Not realistic; estimates or alternatives not Realistic.
Realistic with well thought out support
based on real world.
for applicability.
Competency Level Developing Competent Exemplary
Comments:
Overall Competency Level Developing Competent Exemplary
General Comments: