GRADING STANDARDS
MG 496

HIGH LEVEL PERFORMANCE
High level performance implies excellence in thinking and performance as a strategic manager, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. A-level work is, on the whole, not only clear, precise, and well-reasoned, but insightful as well. Basic terms and distinctions are learned at a level which implies insight into basic concepts and principles. The A-level student has internalized the basic intellectual standards appropriate to the assessment to her/his own work in strategic management and demonstrates insight into self-evaluation. The A-level student often raises important questions and issues, analyzes key questions and problems clearly and precisely, recognizes key questionable assumptions, clarifies key concepts effectively, use language in keeping with educated usage, frequently identifies relevant competing points of view, and demonstrates a commitment to reason carefully from clearly stated premises of the issue, as well as a marked sensitivity to important implications and consequences. A-level work displays excellent reasoning and problem-solving skills in strategic management and works consistently at a high level of intellectual excellence.

THE GRADE OF B
The grade of B implies sound thinking and performance as a strategic manager, along with the development of a range of knowledge acquired through the exercise of thinking skills and abilities. B-level work is, on the whole, clear, precise, and well-reasoned, but does not have depth of insight. Basic terms and distinctions are learned at a level which implies comprehension of basic concepts and principles. The B-level student has internalized some of the basic intellectual standards appropriate to the assessment of her/his own work and demonstrates competence in self-evaluation. The B-level student often raises questions and issues, analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies key concepts competently, typically uses language in keeping with educated usage, sometimes identifies relevant competing points of view, and demonstrates the beginnings of a commitment to reason carefully from clearly stated premises on the issue, as well as some sensitivity to important implications and consequences. B-level work displays sound reasoning and problem-solving as a strategic manager and works consistently at a competent level of intellectual performance.

THE GRADE OF C
The grade of C implies mixed thinking and performance as a strategic manager, along with some development of a range of knowledge acquired through the exercise of thinking skills and abilities. C-level work is inconsistently clear, precise, and well-reasoned, but does not display depth of insight or even consistent competence. Basic terms and distinctions are learned at a level which implies the beginning of, but inconsistent comprehension of, basic concepts and principles. The C-level student has internalized a few of the basic intellectual standards appropriate to the assessment of her/his own work, but demonstrates inconsistency in self-evaluation. The C-level student sometimes raises questions and issues, sometimes analyzes questions and problems clearly and precisely, recognizes some questionable assumptions, clarifies some concepts competently, inconsistently uses language in keeping with educated usage, sometimes identifies relevant competing points of view, but does not demonstrate a clear commitment to reason carefully from clearly stated premises on the issue, nor consistent sensitivity to important implications and consequences. C-level work displays inconsistent reasoning and problem-solving as a strategic manager and works, at best, at a competent level of intellectual performance.

THE GRADE OF D
The grade of D implies poor thinking and performance as a strategic manager. On the whole, the student tries to get through the course by means of rote recall, attempting to acquire knowledge by memorization rather than through comprehension and understanding. The student is not developing critical thinking skills and understandings as requisite to understanding course content. D-level work represents thinking that is typically unclear, imprecise, and poorly reasoned. The student is achieving competency only on the lowest level of performance.
Basic terms and distinctions are often incorrectly used and reflect a superficial or mistaken comprehension of basic concepts and principles. The D-level student has not internalized the basic intellectual standards appropriate to the assessment of her/his own work, and does poorly in self-evaluation. The D-level student rarely raises questions and issues, superficially analyzes questions and problems, does not recognize her/his assumptions, only partially clarifies concepts, rarely uses language in keeping with educated usage, rarely identifies relevant competing points of view, and shows no understanding of the importance of a commitment to reason carefully from clearly stated premises on the issue. The D-level student is insensitive to important implications and consequences. D-level work displays poor reasoning and problem-solving as a strategic manager and works, at best, at a low level of intellectual performance.

THE GRADE OF F
The student tries to get through the course by means of rote recall, attempting to acquire knowledge by memorization rather than through comprehension and understanding. The student is not developing critical thinking skills and understandings as requisite to understanding course content. F-level work represents thinking that is regularly unclear, imprecise, and poorly reasoned. The student is not achieving competency in her/his academic work. Basic terms and distinctions are regularly incorrectly used and reflect a mistaken comprehension of basic concepts and principles. The F-level student has not internalized the basic intellectual standards appropriate to the assessment of her/his own work, and regularly mis-evaluates her/his own work. The F-level student does not raise questions and issues, does not analyzes questions and problems, does not recognize her/his assumptions, does not clarify concepts, does not use language in keeping with educated usage, confuses her/his point of view with the TRUTH, and shows no understanding of the importance of a commitment to reason carefully from clearly stated premises on the issue. The F-level student is oblivious to important implications and consequences. F-level work displays incompetent reasoning and problem-solving as a strategic manager and consistently poor intellectual performance.