DBMA E-PORTFOLIO PROJECT:
STUDENT MANUAL
FOR TECHNICAL ASSISTANCE
If you need assistance with the use of the Blackboard Portfolio System feel free to stop by 1106 Wilson Hall during
normal business hours or call UMES ext 7574
WHAT IS AN E-PORTFOLIO?
Electronic Portfolios represent a meaningful collection of work assembled by a student that demonstrates progress
and/or mastery that is connected to learning outcomes and involves students engaging in self-reflection. Electronic
portfolios provide opportunities for students to become active learners as they set objectives for learning, engage
in self-reflections, review objectives, and assume responsibility for their own learning. Portfolios begin with the
establishment of learning objectives by an institution, an academic program, or an instructor and involve students
collecting a variety of items known as artifacts that are used to demonstrate growth as well as mastery of these
objectives. To further articulation, and in order to demonstrate relevance, students author meaningful reflections
where they explain how artifacts were selected, their relevance to specific learning objectives, as well as their
understanding and interpretation of a goal.
THE DBMA PORTFOLIO PROJECT
The Department of Business, Management, and Accounting, UMES has introduced a multifaceted multi-year
portfolio project. The goal of the project is to help both students and faculty evaluate students’ academic and
professional development.
The purpose of the portfolio project is three fold:
1) Electronic portfolios allow both faculty and students to evaluate student growth and progression towards
learning goals.
2) Electronic portfolios encourage students to reflect on their own growth and development.
3) Electronic portfolios help students to see how course work relates to real world practice.
4) Electronic portfolios help students to see the interrelatedness of course learning as well as how course
learning translates into their own development towards learning goals.
5) Electronic portfolios more flexible than exams in giving students both more control and more opportunities
to succeed.
6) Portfolios are a student-centered way to measure student mastery of learning goals. They have been
validated in the research literature as a superior means of evaluating student learning. Their usage is
supported by the American Association of Colleges and Schools of Business International.
7) An electronic portfolio can be used by students for professional promotion when looking for internships
and/or permanent employment.
LEARNING GOALS OF THE DBMA
Learning Goal I: Graduates should think critically and solve problems strategically.
Learning Goal II: Graduates should communicate effectively through writing, speaking, listening, as well as
visual and reading.
Learning Goal III: Graduates should be able to reason quantitatively, and acquire scientific knowledge and skills.
Learning Goal IV: From global and historical perspectives, graduates should be able to reflect upon ethical and
socially responsible behavior, multicultural diversity, leadership, group dynamics, and understand the creative
process through the arts and humanities.
Learning Goal V: Graduates should be proficient in the use of technology and in knowledge management.
Learning Goal VI: Graduates should have knowledge breadth and depth in the business core functional areas.
Learning Goal VII: Graduates should have comprehensive knowledge, skills, and professional orientation
required for productive management careers in all segments of society and for graduate study in management
and related disciplines.
THE DBMA FRESHMEN PORTFOLIO
The freshmen portfolio is completed in conjunction with the course Freshmen Professional Development. It must
include the following items:
1. A resume,
2. A 250 word biography placed on the Homepage,
3. A paper written in either English 101 or 102 (placed in the folder for Learning Goal II),
4. A well-designed homepage,
5. One assignment done in pro. dev. (placed in the folder for Learning Goal VII),
6. One assignment or paper done in either a history, sociology, international business, or psychology class
(placed in the folder for Learning Goal IV),
7. One assignment, paper, or lab from either a math or science class (in the folder for Learning Goal III),
8. A one-page paper where you tells us: your expectations for college, whether you consider yourself prepared
for college, what weaknesses that you hope to work on in order to better succeed in college, what major or
concentration you have selected and why you made the selection, your college goals, your career goals, and
what you hope to accomplish while in college,
9. All learning goals set up in folder form with the goals typed in the descriptions, and
10. A file placed in each learning goal folder that describes in 250 of your own words what the learning goal
means to you, why you think the learning goal is important, where in the curriculum you hope to satisfy the
learning goal, and your particular strengths and or weaknesses with respect to the learning goal.
THE DBMA SOPHOMORE PORTFOLIO
The sophomore portfolio is completed in conjunction with the course Sophomore Professional Development. It
must include the following items:
1. A resume (do not delete your freshmen resume just add a new one titled sophomore resume),
2. A 250 word biography (do not delete your freshmen biography, just add a new one titled sophomore
biography),
3. A paper or project from either English 102, 203, 305 (in the folder for Learning Goal II),
4. A well designed homepage with a photo,
5. One assignment done in sophomore pro. dev. (in the folder for Learning Goal VII),
6. One assignment or paper done in either an art, literature, history, or psychology class (do not delete what
you placed in freshmen year, just add to the folder for Goal IV),
7. One assignment, paper, or lab from either a math or science class (placed in the folder for Learning Goal III),
8. One assignment from an Econ class (placed under Learning Goal IV),
9. A one page paper where you reflect on: what did you learn in college thus far, how you have grown as a
student since you started college, whether you performed as you expected during your first year in college, in
retrospect were you prepared for college, what could have helped you be better prepared, what do you wish
you had done differently, how you plan to better succeed in college in the future, what you have learned
about your major, how your perceptions about your major have changed, and what experiences (internships
or other) that you hope to gain that will help you professionally, and
10. All learning goals for the DBMA set up folder form with the goals types in the descriptions (you hopefully
already did this in freshmen professional development). Also, a file is placed in each learning goal folder that
describes in 250 of your own words what the learning goal means to you, why you think the learning goal is
important, where in the curriculum you hope to satisfy the learning goal, and your particular strengths and/or
weaknesses with respect to the learning goal (you hopefully already did this in freshmen professional
development).
THE DBMA JUNIOR PORTFOLIO
The junior portfolio is completed in conjunction with the course Junior Professional Development. It must include
the following items:
1. A resume (do not delete your earlier resumes just add a new one),
2. A 250-500 word biography on the Homepage (do not delete earlier ones),
3. Your business communication portfolio (placed in the folder for Learning Goal II),
4. The content from (or a link to) your BUAD 213 portfolio (under Learning Goal V if you cannot include the
whole thing use one file from each application including Access, Excel and PowerPoint, as well as your
information literacy and networking projects),
5. An updated and well-designed homepage,
6. One assignment from either ACCT 201 or 202 (in the Learning Goal VI folder),
7. One assignment done in junior professional development (in the folder for Learning Goal VII),
8. One project done in either a marketing, finance, or a management class (in the folder for Learning Goal VI),
9. One case done in business ethics (placed under Learning Goal IV),
10. One assignment, paper, or lab from either business statistics or business calc (to be placed in the folder for
learning Goal III),
11. A simulation report from a simulation done using Capsim (placed under Learning Goal I),
12. One project done in a course that is part of your major (placed under Learning Goal VI),
13. An artifact that is of your choosing that comes from something you have done outside of class placed
under the learning goal which you think is the most appropriate,
14. A one-page paper where you reflect on: what did you learn in college thus far, how you have grown as a
student since you started college, what professional experiences you have gained, how you are preparing
yourself for entering the workforce, what you are learning about your major, your intended career path, your
strengths and weaknesses, and what experiences (internships or other) that you hope to gain that will help
you professionally,
15. All learning goals for the DBMA set up folder form. A file is placed in each learning goal folder that
describes in 350-500 of your own words what the learning goal means to you, why you think the learning goal
is important, how you have progressed towards satisfying the learning goal, your particular strengths and/or
weaknesses with respect to the learning goal, and how your understanding of the learning goal has changed
during your time in the department (do not delete the earlier file but rather add this one).
THE DBMA SENIOR PORTFOLIO
In conjunction with BUAD 495, you will complete an electronic portfolio around the Learning Objectives for the
Department. You will be entering the learning goals, locating and importing artifacts (at least three with four
preferred per learning goal), authoring reflections, preparing the look and layout of your portfolio, and inviting
guests to view and evaluate your portfolio. Following are our learning goals aligned with specific courses where
mastery of the learning goals occurs as well as suggested artifacts based on work you have completed in those
courses. You will find that you have additional artifacts not identified. Also, you will notice that in many cases the
same exercise will be used to satisfy multiple learning objectives. While you will only need to upload each artifact
once, you will need to make multiple linkages. Additionally, the same artifact cannot be used to satisfy more than
two learning goals.
PORTFOLIO SUGGESTIONS
Learning Goal I: Graduates should think critically and solve problems strategically.
Course
Task
ACCT 202
Case Analysis
ACCT 400
Company research paper
BUAD 300
Business Ethics Cases
BUAD 490
Merger & Acquisition analysis
FINA 440
Net present value project
MKTG 308
Solo Marketing Plan
MKTG 401
Advertising Plan
MKTG 404
Timeline Project
BUAD 410
Simulation Paper
BUAD 495
Simulation Paper
Learning Goal II: Graduates should communicate effectively through writing, speaking, listening, as well as visual and
reading.
BUED 333
Business Writing Portfolio
BUED 333
Diagnostic Writing Test
BUED 333
Professional Presentations
MKTG 308
Oral Sales Presentation
ENGL 102
Paper
ENGL 305
Portfolio
ENGL 203
Presentation
Learning Goal III: Graduates should be able to reason quantitatively, & acquire scientific knowledge and skills.
BUAD 252
Project or Exam
BUAD 352
Course Project
BUAD 354
Course Project
ACCT 202
Financial & Managerial Case
FINA 341
Stock Analysis Project
MKTG 404
SPSS Survey Analysis
BIO 101
Lab
CHEM 101
Project/Assignment
MATH 109
Assignment
Learning Goal IV: From global and historical perspectives, graduates should be able to reflect upon ethical and socially
responsible behavior, multicultural diversity, leadership, group dynamics, and understand the creative process through
the arts and humanities.
BUAD 300
Business Ethics Case
BUAD 412
Essay Examinations
BUED 333
Intercultural Communications Assignment
MKTG 488
International Marketing Research
HIST ###
Paper or Project
SOCI 101
Paper or Project
PSYC 200
Paper or Project
ECON 201
Paper or Project
ECON 202
Paper or Project
PSYC 305
Paper or Project
Learning Goal V: Graduates should be proficient in the use of technology in knowledge management.
ACCT 308
Pivot Tables project
ACCT 407
ACL audit software problems
BUAD 213
Electronic Portfolio
BUAD 213
Networking Project
BUAD 213
Information Literacy Project
BUAD 313
Lab Simulations
BUAD ###
ERP Project
Learning Goal VI: Graduates should have knowledge, breadth and depth in business core functional areas.
ACCT 202
Cases
BUAD 490
Merger & Acquisition Analysis
BUAD 495
Simulation Analysis and Test
BUAD 412
Essay Exams
FINA 340
Amortization table
MKTG 308
Simulation
MKTG 410
Case Analysis
ACCT 400
Company research paper
Learning Goal VII: Graduates should have comprehensive knowledge, skills, & professional orientation required for
productive management careers in all segments of society & for graduate study in management and related disciplines.
ACCT 202
ACCT 401
BUED 100, 101, 102
BUED 100, 101, 102
BUAD 412
BUAD 480
FINA 440
MKTG 308
Cases
Company research paper
Resume
Assignment
Essay Exams
Internship Project
Net present value project
Case Analysis
ARRANGEMENT
You will arrange your portfolio in such a way that a visitor first views the home page which must be professional
and customized. The homepage must contain a series of folders that contain links to the learning goals; the
reflections created using the reflection tool; and links to the uploaded artifacts.
REFLECTION WRITING
Seniors, you will be creating reflections using either the blog tool, threaded discussion tool, or by uploading files as
part of your portfolio building experience. Reflections provide crucial insight into your understanding. You must
have one reflection per learning goal. Your reflections must be a minimum of 400 words and no more than 750
words. Please refer to the word count feature in MS Word.
Reflections must explain in a thorough, lucid, and professional manner the following:
• Your understanding and impression of the learning objective in question,
• How your interpretation of the learning goal has changed over time,
• A description of each artifact that includes how, and why, you selected this particular artifact,
• How, and why, the artifacts you have selected demonstrates mastery of the particular learning
outcome,
• The strengths and weaknesses of your selections, and
• How the learning objective will relate to you professionally in your future career (feel free to give
examples).
DIRECTIONS FOR STUDENT USERS
Students creating and sharing portfolios are referred to in Blackboard as Portfolio Owners. Two actions in the form
of tabs are available: Build Portfolio and View Portfolio. The Build Portfolio is for creating the portfolio while the
View Portfolio tab is for previewing. It is crucial that from time to time you view your portfolio in the View mode.
This lets you see exactly what a visitor will see when visiting your portfolio and lets you know if anything is amiss.
BEFORE YOU GET STARTED
In Your Browser, under Internet Options: Disable Pop-Up Blocker, Enable Cookies, Enable JavaScript, and Enable
ActiveX.
MY BLACKBOARD
The My Blackboard page is the main entry page. Towards the top there are 3 tabs labeled My Blackboard (default
entry), Content Manager, and Portfolios. You will click on Portfolios which will immediately take you to the
portfolio homepage. Click on the link to the portfolio you own to enter the portfolio.
My Blackboard Entry Page
My Blackboard Portfolio User Homepage
When you access the portfolio system, you will see a list of the portfolios that you own. If a portfolio has not been
assigned to you, please notify your instructor as well as Mr. Kaye Pinhey of the Center for Instructional Technology
at [email protected].
PORTFOLIO MENU TOOLS
Home Page: The Home Page is the means of entry and navigation.
Calendar: This is useful for viewing and creating dated reminders that can be viewed by day, week, or month.
Goals: A place where you can place the DBMA Learning Goals.
Message Center: This is used for communicating with guests.
OWNER TOOLS
Files: Allows students to upload, organize and manage the files.
Reflections: This feature is for the creation of blogs and threaded topics.
Binders: We will not be using this feature.NGS
Gallery: We will not be using this feature.
Resume: Supports resume creation, importation and distribution.
Web Links: For the adding of URLs.
MANAGEMENT OPTIONS
Guests: Allows you to manage existing guests and invite new guests to view or help design your portfolio.
Set Preferences: Allows you to customize your portfolio.
WE RECOMMEND THAT YOU PREPARE YOUR PORTFOLIO APPLYING THE FOLLOWING STEPS
1) Create Folders for Learning Objectives on your Homepage
2) Upload All Files (into You’re My Files for storage),
3) Add Resume and Bio to Homepage,
4) Prepare Reflections,
5) Link files to their Folders
6) Linking other items to Folders including Web links and system created resumes and reflections,
7) Customize the Look of your Homepage through the addition of headers and footers and through additional
formatting,
8) View the Portfolio in View Portfolios, and
9) Share Portfolio by Inviting Guests.
STEP 1: CREATING LEARNING OBJECTIVE FOLDERS
Step 1: Under Portfolio Menu, click Home Page.
Step 2: To add a folder to the Home Page, click Create Folder.
Step 3: Under Description, type the Learning Goal.
Step 4: Click Save.
STEP 2: IMPORTING FILES
If you do not have artifacts from previous or current Blackboard courses where you are able to click the Save to My
Portfolio button, you may import artifacts directly into the system. This is the most common approach.
Step 1: Under Owner Tools, click Files.
Step 2: You can Click Create Folder and do as such, then continue to step 3 or if you do not want folders
skip to 3.
Step 3: Click Get Files. A browser screen pops up.
Step 4: If the files you want to import are on your computer:
Click the My Computer icon.
Locate and select the files.
If the My Computer option does not appear when you are in Get Files then a common problem occurring that
usually means that you have not enabled all the features necessary. If the problem persists please contact Mr. Kaye
Pinhey with the UMES Centre for Instructional Technology in 1106 Wilson Hall by either going in person or by
sending him an email at [email protected].
STEP 3: ADD RESUME AND BIO FILES TO HOMEPAGE
Creating a resume - There are two ways - using the built-in resume feature or you can import a file.
Built-in Resume
With the built-in resume feature, you have a pre-prepared template.
1. Under Owner Tools, click Resume. The Resume screen appears.
2. Under Select Resume Type, ensure that Build a resume is selected.
3. Click Add Resume Item.
4. Click the item you want to add.
5. If you want to change the default title, edit the title in the Heading text box.
6. In the Content text box, enter content in Plain Text or HTML format.
7. Click Save.
8. Repeat steps 3 to 7 to add more items to your resume.
Resume File
If you have created a resume file that you want to use, you can import the file and make it available.
1. From the Resume screen, under Select Resume Type, select Use File and click Select.
2. Under Select Resume, click Browse and select a file.
To Add a Bio
Step 1: Under Portfolio Menu, click Home Page.
Step 2: Click either Add or Create File (create is recommended)
Step 3: Type your bio offline, then using the HTML Creator, paste your bio content.
Step 4: Click Save.
Selecting Artifacts
Your instructor will review departmental and program learning goals with you in detail. It is important that you
understand these goals. Please, feel free to ask questions liberally. Each learning goals should be accompanied by
multiple artifacts. A wide range of artifacts can be included within your portfolio. Following are examples:
• Case studies/analysis
• Websites
• Assignments
• Marketing Plans
• Resumes
• Individual and group
projects
• Business Plans
• Correspondence
• Simulation reports
• Spreadsheets
• Internship Reports
• Papers and Reports
• Financial Analyses
• Documentation from
• Exams
Role in Campus
• Quantitative Analyses
Leadership Activities
• Videos of
• Charts/Graphs/Diagra
Presentations
• And etcetera.
ms
• Mini-Portfolios
• Strategic Plans
STEP 4: CREATING REFLECTION TOPICS AND POSTING MESSAGES
There are three types of reflection topics:
Blog: Create a blog (Web log) topic where users post messages and contribute to an ongoing discussion where
all messages are displayed on the same screen.
Threaded: This is a more structured discussion. Users post and reply to messages. Replies associated with the
same post are grouped together, creating message threads that can be expanded and collapsed.
MS Word or HTML files: This is done when you type up your reflection in either the HTML editor or in MS Word
(if you select this option, refer to the How to Add a File directions and ignore the following).
To Create Topic(s)
Step 1: Under Owner Tools, click Reflections.
Step 2: Click Create Topic.
Step 3: Select the topic type and click Next.
Step 4: Enter a title and description.
Step 5: Click Save.
To Create A Message
Step 1: Click Create Message.
Step 2: Enter the subject of your message.
Step 3: Enter the message.
STEP 5: LINKING FILES TO FOLDERS
Step 1: Open your folder and Click Add Files.
Step 2: Click Browse (and select the files you already imported otherwise see importing directions).
Step 3: Select an item from the inventory and then click Add Selected.
STEP 6: LINKING OTHER ITEMS TO THEIR FOLDERS
Step 1: Open your folder and Click Link to Other Items (that are not imported files).
Step 2: Click the type of item you want to add (Reflection, Resume, WebLink).
Step 3: Select an item from the inventory and then click Add Selected.
STEP 7: CUSTOMIZING THE HOMEPAGE
Step 1: From the Home Page click Page Options
Click Customize Page Display.
Under Layout Templates select one of the numbered layout options.
To select an image file to display in the background:
Under Background Image, click Browse and select a file from your computer.
If you want the image to repeat over the entire page, select Tile the image.
To select a color to display in the background:
Under Background Color click Select Color.
Customize Page Display
TO ADD A HEADER OR FOOTER:

Select Page Options

From the drop down click Edit Header or Edit Footer.

You can either type directly in the box for unformatted text or use the HTML Creator by
Clicking Enable HTML Creator (recommended see directions below and the easiest if
you want to add a picture).

Enter content for the header or footer.

If you want the header or footer to appear on the Home Page and in all folders, select
Use this as the default for the entire portfolio.
ADDING TEXT TO THE HOMEPAGE The only way to add text to your homepage is by adding either a header or a
footer. When you do this, please use the built in HTML editor for its formatting features. If the built in HTML editor
is not available to you, this means that the computer you are currently using does not have an updated version of
JAVA installed.
USING THE HTML CREATOR
The HTML Creator consists of the following:
•
A toolbar that contains buttons for formatting content and inserting objects, such as tables, links, and
images.
•
An editing area where you enter content.
•
Tabs that allow you to display content in either WYSIWYG (What You See Is What You Get) view or Source
View.
Click Enable HTML Creator.
In the HTML Creator editing area, enter your content. Use the HTML Creator toolbar to format your text and
insert objects.
CUSTOMIZING PORTFOLIO MENUS, COLORS, AND ICONS
You can change active tools, the appearance of menus, colors, icon sets, and other settings by adjusting the
preferences.
Setting Text and Background Colors
Step 1:
Under Options, click Set Preferences.
Step 2:
Click Colors.
Step 3:
To select a default color scheme, under Color Set, select one of the numbered
color sets.

Click Apply.
CREATING WEB LINKS
You can use the Web Links tool to compile a list of Internet addresses. These Internet addresses can be added to
the Home Page and folders to reference Web pages outside of your portfolio. You can also organize Web links into
categories.
To Create Web Links
Step 1: Under Owner Tools, click Web Links.
Step 2: Click Create Web Link.
Step 3: Enter a title and description. The title appears as the link.
Step 4: In the URL text box, enter the Internet address for the Web link. You are not required to enter http://
Step 5: Under Category, select the category in which to save the Web link. If you do not select a category, links will
appear in a default category called Uncategorized.
Step 6: Click Save.
Editing and Reorganizing Material
Step 1: On the Home Page:
Step 2: To edit the properties of an item, such as its title or description:
Next to the item's title, expand the drop down carrot
Click Edit Properties.
Edit and click Save.
STEP 8: VIEW YOUR FINISHED PORTFOLIO
You have two tabs at the top of your screen Build Portfolio and View Portfolio. Switch to View Portfolio. This
enables you to see your portfolio exactly how individuals visiting your portfolio will see the content displayed. If
you are wondering whether you will be able to continue to work on your portfolio after you have invited guests,
the answer is YES.
STEP 9: SHARING YOUR PORTFOLIO WITH YOUR INSTRUCTOR AND OTHERS
Your instructor will only be able to enter and grade your portfolio after you have him/her to join your portfolio as a
guest. There are two types of guests: those who are members of the UMES community and those who are not.
People who are not members of the Blackboard community can be given access to your portfolio via guest
accounts. All guest accounts have an expiration date (the default in 30 days)..
To Add Non UMES Guests
Step 1: Under Options, click Guests.
Step 2: Click Add Guests.
Step 3: Select Create a Guest and click Next.
Step 4: Enter the user's first and last names.
Step 5: Enter a unique user name.
Inviting Guests from UMES
Step 1: Under Options, click Guests.
Step 2: Click Add Guests.
Step 3: If the user is enrolled in one or more of your courses:
Select Browse My Courses and click Next.
Click the course title.
•
To add users based on their enrollment in the course, under Find by Course Role.
•
To add individual users, under Find by Name locate and select each user
Click Save.
Step 4: Add text for the email.
Step 5: Click Save.
Step 6: Click OK.
What Do I Do With My BUAD Portfolio When I Am Finished?
Use your portfolio when applying for jobs, internships, and/or graduate school. You maintain access and ownership
for ten years.
UMES General Education Competencies and Business Department Learning Goals Aligned with Assessment Artifacts
UMES General Education Competencies
Departmental Learning Goals
Learning Goal I: Graduates should think critically and solve problems
strategically.
Critical Analysis and
Reasoning
Learning Goal II: Graduates should communicate effectively through
writing, speaking, listening, visual, and reading media.
Suggested Artifacts
Simulations Scores and Reports,
Case Studies/ Case Analysis.
Business Writing Portfolio,
Rubrics from Presentations,
Term Papers, Videos of
Presentations
Scientific Reasoning
Operations Research
Project, Statistics Project
Quantitative Reasoning
Technology Competency/
Literacy
Learning Goal IV: From global and historical perspectives, graduates
should be able to reflect upon ethical and socially responsible behavior,
multicultural diversity, leadership, group dynamics, and understand the
creative process through the arts and humanities.
Business Ethics Cases,
Group Projects, Leadership
in Campus Groups, Peer
Performance Evaluations
from Group Projects,
Project from an Art Class
Learning Goal V: Graduates should be proficient in the use technology
and the knowledge management process.
Business Software
Applications Portfolios,
Information Literacy
Project, Networking
Assignment
Oral Communication
Written Communication
Learning Goal VI: Graduates should have knowledge breadth and
depth in the business core functional areas.
Information Literacy
Learning Goal VII: Graduates should have comprehensive knowledge,
skills, and professional orientation required for productive management
careers in all segments of society and for graduate study in management
and related disciplines.
Figure 2: DBMA Assessment Strategies
Tests from Professional
Development Courses,
Homework Manager Reports,
Business Plan(s), other projects
and/or Term Papers
Production Management or Strategic
Management Simulation, Resume,
Internship Reports
Capstone Electronic Portfolio
Linked to Learning Goals
Learning Goal III: Graduates should be able to reason quantitatively,
and acquire scientific knowledge and skills.
University of Maryland Eastern Shore Department of Business, Management, and Accounting
Senior Capstone Portfolio Evaluation Rubric
Please note that there is a three artifact minimum per learning goal.
Evaluation Scale: A - Target:
90-100, B - Acceptable:
79-89 points, C -
DBMA Learning
Goals
Learning Goal I:
Graduates should
think critically &
solve problems
strategically
Target
(10)
Artifacts illustrate that the student is able to analyze situations & problems,
differentiate & discriminate while making judgments based on a variety of
given criteria, evaluate these judgments, formulate & organize plans, make
predictions, evaluate results, make revisions as needed, & support their
ideas.
Learning Goal II:
Graduates should
communicate
effectively.
Artifacts illustrate: student can communicate effectively. Student selects
the appropriate medium to deliver a message. Writing is correctly &
appropriately formatted; free of grammatical & mechanical errors;
professional in tone, structure, word choice, organization, & content. Oral
communications applies proper volume, tone, rate, vocal variability,
strategic pauses, & pronunciation. Nonverbal communications apply
proper posture, stance, eye contact, gestures, movement, facial expression,
& professional attire. Oral presentations can be made with appropriate
introductions, organization, transitions, content knowledge/factual support,
verbal & nonverbal communications, visual aids, & conclusions. Student
can support ideas factually, communicate clearly & concisely, make
meaningful connections, & make thesis statements.
Artifacts illustrate that the student is able to use a variety of quantitative
computational methods to collect, construct, & assemble ideas; analyze,
discriminate, compare, contrast, & estimate; make predictions; formulate
ideas & construct plans; & evaluate & support concepts.
Developmental: 60-78 points, F - Less than 60 points (must be resubmitted)
Acceptable
(7.5)
Artifacts illustrate that the student is able
to analyze situations & problems &
formulate organized plans. Student
attempts to differentiate & discriminate
while making judgments. Student
attempts but may have difficulty
evaluating judgments, making
predictions, evaluating results, making
revisions, & supporting their ideas.
Artifacts selected do not illustrate
mastery in all areas. Several performance
indicators are not satisfied; however, a
significant attempt is illustrated as well
as large areas of mastery.
Developmental
(5)
Artifacts indicate student is still
developing in this area. The student may
have difficulties analyzing situations &
problems; differentiating &
discriminating information; making
predictions; making meaningful
judgments; &/or formulating, organizing,
supporting, evaluating, & revising plans
& ideas.
Artifacts selected attempt to satisfy
mastery. Many of the performance
indicators are not satisfied.
Unacceptable
(0)
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Artifacts indicate student is able to use
quantitative computational methods to
conduct only the most simplistic of
analyses.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Artifacts selected indicate that the
student has some knowledge of ethical
decision making, socially responsible
behavior, legal issues, & corporate
citizenship. Artifacts indicate that the
student needs to develop in this area.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Artifact selected illustrate a basic
knowledge of computers & Microsoft
Office applications; however, the
artifacts do not cover many of the
performance indicators, contain errors,
&/or are otherwise flawed or incomplete.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Learning Goal IV:
Graduates should
be able to reflect
upon ethical &
socially responsible
behavior, cultural
diversity,
leadership, & group
dynamics.
Artifacts indicate that from a global, diversity aware, & historically
conscience perspective the student can identify, analyze, evaluate, &
reflect upon ethical, legal, socially responsible behaviors, cases, &
decisions for both personal & corporate citizenship. Artifacts indicate that
the student can identify, select, & apply a variety of leadership &
management principles. Artifacts illustrate that the student is able to
collaborate with others while appreciating diversity & respecting group
dynamics.
Artifacts indicate: student can use
quantitative computational methods to
conduct simple analyses & make
estimations. Weaknesses exist in either
the simplicity or lack or variance in the
methodology employed or with the
student’s ability to analyze, discriminate,
& estimate; make predictions; formulate
ideas & construct plans; & evaluate &
support concepts.
Artifacts indicate: student is aware of the
importance of ethics & corporate
citizenship can identify, & reflect upon
ethical, legal, socially responsible
behaviors, cases, & decisions. Identifies
a variety of leadership & management
principles. Artifacts illustrate that the
student is able to collaborate with others.
Learning Goal V:
Graduates should
be proficient in the
use technology its
application to the
knowledge
management
process.
Artifacts illustrate: student can identify the essential components of a
computer system & distinguish between system & software usage; define
& the basic components of a database; identify & define basic internet
terminology & activities; utilize Microsoft Word to create & edit
documents, author reports & newsletters, merge documents, create
mailings & labels, create websites, & create tables & charts; utilize
Microsoft Excel to create & edit spreadsheets, manage large notebooks,
create & print graphs, create & edit pivot tables & pivot charts, create
conditional statements, & conduct sorts, & filters;. create a simple
Artifacts indicate: student can utilize all
Microsoft Office applications
proficiently; however, some performance
indicators are not covered. Student
artifacts illustrate that student can
identify the essential components of a
computer system & distinguish between
system & software usage; conduct online
searches using appropriate information
Learning Goal III:
Graduates should
be able to reason
quantitatively,
&
acquire
scientific
knowledge & skills.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Score
Learning Goal VI:
Graduates should
have
knowledge
breadth & depth in
the business core
functional areas.
Learning Goal VII:
Graduates should
have comprehensive
knowledge, skills, &
professional
orientation
for
productive careers
& graduate study.
Reflections
Overall
Appearance/
Design/ Professional
Presentation/
Quality/
Completeness/
Professionalism
database using Microsoft Access; create presentations in PowerPoint with
embedded graphics & links; use Microsoft Outlook to send, organize,
compose, edit, & merge messages, send meeting requests; & use search
services to locate & evaluate resources.
Artifacts clearly indicate mastery level knowledge breadth & depth in the
business core functional areas including: accounting, finance, economics,
management, & marketing. Artifacts show that the student can describe the
significant theories, principles, & concepts pertaining to each of these
areas as well as how they interrelate.
Artifacts illustrate that the student is professionally oriented in such a way
that they understand& contemporary business practices, industry
differences & similarities, hiring procedures, interviewing, job searching,
& overall professional presentation. Artifacts show that student
understands the skill sets that they posses & how they relate to industry.
Artifacts show that student is able to engage in professional career &
academic planning.
Appropriate & complete reflections for each artifact are provided that
clearly & explain: why each artifact was chosen, which learning goal(s)
they help to satisfy, how they help to satisfy learning goal(s), & include a
reflection on learning. Reflections are appropriate in length, well organized
with complex sentence structure that is free of grammatical errors; and use
effective language with relevant organization of ideas.
The portfolio is professional, well designed, appropriate in style, & of a
superior quality. It is easy to navigate. A significant effort is demonstrated.
The portfolio is complete, professional, & of a superior quality. An
outstanding effort is demonstrated.
databases & resources; define & the
basic components of a database; identify
& define basic internet terminology &
activities.
Artifacts indicate: intermediate level of
knowledge in the business core
functional areas. Artifacts show that the
student can describe the significant
concepts pertaining to each of these areas
as well as how they interrelate.
Artifacts illustrate that for the most part
the student is professionally oriented in
such a way that they understand&
business practices, hiring procedures,
interviewing, job searching, & overall
professional presentation. Artifacts show
that student is able to engage in
professional career & academic planning.
Appropriate yet somewhat
simplistic/incomplete reflections for each
artifact are provided.
Artifacts indicate a developing level of
knowledge in the business core
functional. Student can describe the
significant concepts pertaining to each of
these areas as well as how they
interrelate.
Artifacts indicate that the student has
attempted to show a professional
orientation; however, development in
these areas is needed.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Artifact reflections are limited, unclear;
contain numerous errors, & or not all
included.
Many/most artifacts
are missing. Artifacts
included are
deficient.
The design & professional presentation is
satisfactory with only minor
modifications suggested.
Effort is indicated; however, effort is
needed to improve the overall aesthetic.
Portfolio is not professionally designed.
Appears hastily
created, difficult to
navigate, sloppy...
The quality, professionalism &
completeness are satisfactory with only
minor modifications suggested.
The portfolio is incomplete in areas.
Artifacts are either
missing, unrelated,
inappropriate, or
significantly flawed
in some manner
Missing crucial
elements & of an
overall low quality.
Total Score