| 1 |
Chart the weekly production and selling cycles for a small business. |
| 2 |
Determine personal, financial, and business goals. |
| 3 |
Discuss the advantages and disadvantages of different suppliers. |
| 4 |
Research and/or explain how various factors determine the price of supplies. |
| 5 |
Utilize value added techniques for different goals and services. |
| 6 |
Determine strategies to increase profit in a business and allocate profit back into the business. |
| 7 |
Listen to a speaker and/or participate in a discussion about running a small business by asking questions and taking notes on the information provided. |
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Goal is appropriate and comprehensible. Errors do not interfere with meaning.
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1 |
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Goal is not clearly stated, inappropriate, or incomprehensible, or there is no goal.
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0 |
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Timeline item adequately and realistically indicates when the goal will be met and provides an appropriate plan for meeting it.
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2 |
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Timeline item adequately and realistically indicates when the goal will be met but does not explain how it will be met —OR— timeline presents an appropriate plan for meeting the goal but the timeline provides an unrealistic time for meeting it.
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1 |
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Timeline item or plan listed is unrealistic or inappropriate or there is no timeline item or no plan for meeting it.
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0 |
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Question is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning.
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2 |
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Question is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the question/answer can be understood with inference.
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1 |
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Question is inappropriate, incomprehensible, or incorrect, or there is no question.
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0 |
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Addresses all parts of the task effectively. Ideas are well stated, clearly expressed, and supported with concrete, relevant detail. No inference is required. Written in well-organized paragraph(s).
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14 |
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Addresses all parts of the task adequately. Some ideas may not be well stated. Contains some relevant detail. May require minimal inference. Written in adequately-organized paragraph(s).
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12 |
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Addresses the task in a general way but may have gaps. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. May require some inference. May be written in loosely-organized paragraph(s).
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10 |
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Addresses the task minimally but relation to the task is evident. May be unfocused or unclear. Little or no supporting detail. May require a substantial degree of inference. May not be written in paragraph(s).
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8 |
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Nothing written, or content is incomprehensible or inappropriate.
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0 |
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Almost no errors in grammar, structure, spelling, capitalization, or punctuation.
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4 |
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Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.
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3 |
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Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.
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2 |
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Errors make the writing difficult to understand even with inference.
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0 |
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Has a title and uses appropriate indentations, etc. Writing is neat and legible.
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2 |
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Uses appropriate indentations. May be legible but not neat.
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1 |
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Does not have a title, does not use appropriate indentations, etc., and/or writing is neither legible nor neat.
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0 |
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Classroom work sample included and explained.
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2 |
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Classroom work sample not included and/or not explained.
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1 |
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Responses are appropriate, clear, and complete. There may be errors, but they do not interfere with meaning.
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2 |
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Responses are appropriate. They may lack clarity or may be partially complete. There may be errors that interfere with meaning, but the responses can be understood with inference.
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1 |
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Responses are inappropriate, incomprehensible, or there are no responses.
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0 |
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