T3-3-2
總結課程 評分表
學系：
課程名稱：
學號：
學生姓名：
專題名稱：
教育目標 Goal
核心能力 Objectives
達成指標 Traits
LG1 專業知能
O1-1 學生具備管理基本知識與技 T1-1 專業知識技能
能
LG2 國際視野
O2-1 學生具備宏觀國際視野
LG3 創新整合
O3-1 學生具備知識研究與探索的 T3-1 知識研究探索
能力
優
T2-1 國際思維
O3-2 學生具備批判思維並解決問 T3-2 批判思維與問題解決
題
LG4 資訊科技
O4-1 學生具備基礎資訊知能
T4-1 資訊知能
LG5倫理道德
O5-1學生能理解企業倫理對於社 T5-1 倫理
會的責任及公司決策對於社會大
眾權益產生的影響
LG6 社會知能
O6-1 學生具備有效溝通能力
T6-1-1 口語溝通
T6-1-2 書寫溝通
O6-2 學生具備與團隊成員合作協 T6-2 團隊合作
調能力
LG7 生活態度
O7-1 學生具備尊重多元文化價值 T7-1 多元文化價值
觀的態度
總分 (滿分為 100 分)
評核委員簽名
佳
可
劣
工業管理學系 總結課程評分項目
T1-1 專業知識技能
Level
Criteria
Concepts/
Principles
Excellence
Skillfully and
insightfully
interprets and
applies concepts and
principles
Good
Satisfactory
Reasonally interprets Interprets and
and applies concepts applies concepts
and principles
and principles
Poor
Fails to interpret
and apply course
concepts and
principles
T2-1 國際思維
Level
Criteria
Analysis of
global factors
Excellence
Clear, accurate and
detailed analysis of
impact of relevant
global factors.
Good
Analysis of impact
of most global
factors; some
inaccuracies in
analysis.
Satisfactory
Poor
Analysis of
impact of some
global factors;
some inaccuracies
in analysis.
Incomplete
analysis of impact
of relevant global
issues; Erroneous
analysis of impact.
Satisfactory
Poor
T3-1 知識研究探索
Level
Criteria
Knowledge &
acquisition:
What knowledge
was acquired in
the project, paper
or artifact?
Excellence
Proficient in
demonstrating
knowledge.
Good
Sufficiency in
demonstrating
knowledge in field
of study.
Borderline
knowledge
through research
& inquiry.
Deficiency or lack
of knowledge in
the field of study.
T3-2 批判思維與問題解決
Level
Criteria
Propose
Solutions/
Hypotheses
Excellence
Good
Satisfactory
Poor
Proposes one or
more
solutions/hypotheses
that indicates a deep
comprehension of
the problem.
Solution/hypotheses
are sensitive to
contextual factors as
well as all of the
following: ethical,
logical, and cultural
dimensions of the
problem.
Proposes one or
more
solutions/hypotheses
that indicates
comprehension of
the problem.
Solutions/hypotheses
are sensitive to
contextual factors as
well as the one of the
following: ethical,
logical, or cultural
dimensions of the
problem.
Proposes one
solution/hypothes
is that is “off the
shelf” rather than
individually
designed to
address the
specific
contextual factors
of the problem.
Proposes a
solution/hypothesis
that is difficult to
evaluate because it
is vague or only
indirectly addresses
the problem
statement.
T4-1 資訊知能
Level
Criteria
Data Processing
Excellence
Good
Satisfactory
Poor
The student
demonstrates
excellent
competency in basic
data processing
skills.
The student
demonstrates
competency in basic
data processing
skills.
Although the
student performs
basic data
processing tasks
overall, he/she
needs to improve
in one or more
skills areas.
The student
exhibits limited
data processing
skills, and requires
remediation to
perform basic
tasks.
Excellence
Good
Satisfactory
Poor
Students apply a
thorough
understanding of
direct and indirect
stakeholders when
examining the role
and responsibility of
business in society.
Students apply a
well understanding
of direct and indirect
stakeholders when
examining the role
and responsibility of
business in society.
Students identify
and understand:
direct
stakeholders
when explaining
the role of
business
(treatment of
employees,
optimal firm
value) in society.
And indirect
stakeholders
when explaining
the role of
business
(corporate
citizenship,
stakeholders'
view) in society.
Students unable to
explain the role of
business in society.
Students
understand
monetary role
(profit
maximization) of
business in society.
Excellence
Good
Satisfactory
Poor
Students’ voice is
low. Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of class
to hear.
T5-1 倫理
Level
Criteria
Responsibility:
Students
demonstrate an
understanding of
the responsibility
of business in
society.
T6-1-1 口語溝通
Level
Criteria
Oral delivery
Student uses a clear
voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
Students’ voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
T6-1-2 書寫溝通
Level
Criteria
Context of and
purpose for
writing:
Includes
considerations of
audience, purpose,
and the
circumstances
surrounding the
writing task(s).
Excellence
Good
Satisfactory
Poor
Demonstrates a
thorough
understanding of
context, audience,
and purpose that is
responsive to the
assigned task(s) and
focuses all elements
of the work.
Demonstrates
adequate
consideration of
context, audience,
and purpose and a
clear focus on the
assigned task(s)
(e.g., the task aligns
with audience,
purpose, and
context).
Demonstrates
awareness of
context, audience,
purpose, and to
the assigned
tasks(s) (e.g.,
begins to show
awareness of
audience's
perceptions and
assumptions).
Demonstrates
minimal attention
to context,
audience, purpose,
and to the assigned
tasks(s) (e.g.,
expectation of
instructor or self as
audience).
Excellence
Good
Satisfactory
Poor
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause "waves" in the
group.
T6-2 團隊合作
Level
Criteria
Working with
others
together.
Often listens to,
shares with, and
supports the
efforts of others,
but sometimes is
not a good team
Rarely listens to,
shares with, and
supports the efforts
of others. Often is
not a good team
player.
member.
T7-1 多元文化價值
Level
Criteria
Attitudes
Openness
Excellence
Good
Satisfactory
Poor
Initiates and
develops interactions
with culturally
different others.
Suspends judgment
in valuing her/his
interactions with
culturally different
others.
Begins to initiate and
develop interactions
with culturally
different others.
Begins to suspend
judgment in valuing
her/his interactions
with culturally
different others.
Expresses
openness to most,
if not all,
interactions with
culturally
different others.
Has difficulty
suspending any
judgment in
her/his
interactions with
culturally
different others,
and is aware of
own judgment
and expresses a
willingness to
change.
Receptive to
interacting with
culturally different
others. Has
difficulty
suspending any
judgment in her/his
interactions with
culturally different
others, but is
unaware of own
judgment.