UWF Career Services - Practice Interview Rating Form by mrleitner

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									UWF Career Services - Practice Interview Rating Form
1 Appearance Very Unprofessional. Did not dress in proper interview attire or was messy and wrinkled wore shorts, flip flops, hat, t-shirt, or other apparel that was improper Poor Impression. May have been late to the interview, appeared too casual or uninterested initially, provided poor handshake or greeting, etc. Poor. May have used many distracting hand gestures or no eye contact Candidate appeared as if they were completely uninterested or heavily slouched Poor. May have organized thoughts in an unclear way, used slang, or may have been too concise or brief with answers given 2 Unpolished. Wore casual khakis or jeans with a semi-casual shirt or blouse. Candidate may have not worn tie or professional heels 3 Good. Almost perfect professional appearance, but had one or two items that stood out to be less professional - for example, too short of skirt 4 Exceptional! Wore exceptional interview attire - conservative suit, proper length skirt, well-pressed garmets and overall - well groomed Score

First Impression

Unpolished Impression. Was on time to the interview, but offered poor greeting, handshake or appearance, etc.

Good. Was on time to the interview; looked interested and had a professional appearance - may need to practice greeting or handshake

Exceptional! Was on time to the interview, offered a professional appearance, and gave a great handshake and greeting

Non-verbal Behavior

Unpolished. May have used distracting hand gestures or may have slouched in the interview for approximately half of their interview time

Good. Used some distracting hand gestures or may have slouched some of the time during the interview, but overall they looked interested

Exceptional! Used appropriate hand gestures and displayed good posture & appropriate eye contact - generally illustrated that they were interested Execptional! Gives solid introductions and conclusions to thoughts, expresses themselves in proper grammar, and uses examples

Communication

Unpolished. May need some work with organizing thoughts and using examples to strengthen issues discussed

Good. Organizes thoughts well, uses proper grammar, but may still need to use examples

Resume

No Resume Available. Candidate did not have resume when interviewer requested

Selling Yourself

No Self Promotion. Did not highlight strengths or promote themselves in a positive way - poor performance in appearance and first impression Unprepared. No advance preparation - candidate was unfamiliar with the employer, the job announcement, and industry news/did not prepare questions Poor Overall.

Poor resume presentation. Had resume, but it may have been inconsistent with verbal presentation, wrinkled or messy, or error laden Little Self Promotion. Had professional appearance and good first impression, but did not highlight strengths accordingly

Good Resume Presentation. Resume was good but may have contained some errors or could have been presented better Good Self Promotion. Had profressional appearance and good first impression, and used some methods to highlight strengths

Preparation

Some research or preparation regarding employer or industry area - may have visited an employer's website, but may have not prepared questions Unpolished Overall.

Moderately prepared. In advance of interview, performed some research reviewed websites and read some industry news, prepared some questions

Overall Impression Comments

Good Overall.

Exceptional! Candidate's resume contained no errors, was cleanly presented on resume paper, and consistent with verbal presentation Exceptional! Professional appearance & exceptional first impression - sold strengths throughout presentation, showed desire & summarized enthusiasm Well prepared! Researched a great deal before the interview through websites, professional associations, and industry resources Great questions Exceptional Overall.

UWF Career Services Resume Rubric
1. Resume needs significant improvement and would not be considered. This resume is either a half page or three pages long. The font is too big or may be hard to read. There is more white space than words on the page. You have picked the wrong format to use. There are multiple spelling errors. The header is hard to read and missing information. Some information may be inappropriate (e-mail, telephone information). 2. Resume is average and needs improvement to be considered. The font and spacing of the resume is not appealing and easily scanned. Information such as dates are inconsistent on the page. There are more than one spelling or grammar errors. 3. Resume could land you an interview but may need a few improvements. This resume has some uneven white space. Some information is inconsistent (dates, bolding, underlining). There may be a single spelling or grammar error. 4. Resume should effectively land you an interview. SCORE

Format

The resume makes good use of space. It can be easily scanned and is pleasing to the reader. There are no grammar or spelling errors.

Header

Education Section

This section is missing some crucial information, i.e. Institution listed without a location, graduation date is not listed, major is listed but not the name of the degree.

Your name and header information are hard to read or may be confusing. Phone numbers are not clearly labeled and some information may be missing. This section is not well organized. Some information is missing. There is no order to how information is formatted in this section.

Header information is easy to find but your name is not the biggest and boldest thing on the page. Current and permanent contact information may not be labeled correctly. This section is organized and easy to read. This section includes: institution and location, graduation date, name of degree, and major. Some “extra” information that might help you is missing. (ex. Relevant coursework or honors and achievements.)

Header information is easy to read and contains necessary information.

This section is organized, clear, and well defined. It highlights the most pertinent information. This section also helps add value for the position applied for including relevant coursework or honors and achievements.

Experience Section

1. Resume needs significant improvement and would not be considered. This section is not well defined and there is no order to the descriptions of each position. Descriptions are not detailed and offer no illustration of what was done. No locations and dates of employment are listed.

2. Resume is average and needs improvement to be considered. Descriptions are not in the form of bullets beginning with action verbs. Complete sentences in paragraph form are used to describe previous positions. Places of work are included for each position but not locations, dates, and titles. This section is missing key information such as leadership positions held or dates of involvement. Organizations are listed describing the organization, not individual involvement.

3. Resume could land you an interview but may need a few improvements. Descriptions are clear in the form of bulleted statements beginning with action verbs. Descriptions are not detailed enough and do not directly relate to the position applied for.

4. Resume should effectively land you an interview.

SCORE

This section is well defined and information relates to the intended career field. Descriptions are clear and well marked in the form of bulleted statements beginning with action verbs. This section could be split into related and other experience.

Other Sections

There is information missing in these sections. No descriptions or detailed information is listed about leadership, teamwork, or other transferable skills.

This section contains all necessary information but is difficult to follow. Leadership roles within organizations are listed but skills are not defined. Dates of involvement are listed.

These sections are well organized and easy to understand. They relate directly to the position applied for. Leadership, teamwork, and other character traits are apparent through the use of these sections.

Cooperative Education End of Term Rubric
Academic Connections

1 Poor. Student does not connect cooperative education professional experience as a motivation for continued learning.

2 Adequate. Student communicates a motivation for continued learning on a broad general sense with minimal detail and examples. Adequate. Student forms basic connections between the cooperative education professional experience to theory or principles learned in their academic program through use of minimal detail and examples 2 Adequate. Student identifies a general understanding of principles of professionalism developed or enhanced through the cooperative education professional experience but does not provide specific principles acquired.

3 Good. Student clearly communicates 1-2 examples of how their cooperative education professional experience served as motivation for continued learning. Good. Student forms 1-2 specific connections between the cooperative education professional experience to theory or principles learned in their academic program through use of many details and examples. 3

Motivation for continued learning

Professional connection to academic program

Poor. Student does not relate cooperative education professional experience to theory or principles learned in their academic program.

4 Excellent. Student clearly communicates 3 or more examples of how their cooperative education professional experience served as motivation for continued learning. Excellent. Student forms 3 or more specific connections between the cooperative education professional experience to theory or principles learned in their academic program through use of many details and examples. 4

Total

Professional Development

1

Total

Principles of Professionalism

Poor. Student does not identify principles of professionalism developed or enhanced through the cooperative education professional experience

Good. Student identifies 1-2 specific principles of professionalism developed or enhanced through the cooperative education professional experience.

Excellent. Student identifies 3 or more specific principles of professionalism developed or enhanced through the cooperative education professional experience.

Academic Connections

1

Time and Personal Management

Poor. Student does not identify principles of time and personal management developed through the cooperative education professional experience.

2 Adequate. Student identifies a general understanding of time and personal management principles developed or refined through the cooperative education professional experience, but does not provide specific principles acquired. Adequate. Student identifies a mentor and a general understanding of principles of professionalism acquired from the relationship. Adequate. Student communicates a general understanding the professional implications of the cooperative education experience.

3

4 Excellent. Student identifies 3 or more specific principles of time and personal management developed or enhanced through the cooperative education professional experience. Excellent. Student identifies a mentor and 3 or more specific principles of professionalism acquired from the relationship. Excellent. Student clearly communicates 3 or more specific professional implications of the cooperative education experience.

Total

Good. Student identifies 1-2 specific principles of time and personal management developed or refined through the cooperative education professional experience.

Mentor Identification

Poor. Student does not identify a mentor for their professional development.

Good. Student identifies a mentor and 1-2 specific principles of professionalism acquired from the relationship. Good. Student clearly communicates 1-2 specific professional implications of the cooperative education experience.

Future Implications

Poor. Student does not recognize the professional implications of the cooperative education experience

Professional Practice Poor. Student does not identify skills of professional practice developed or enhanced through the cooperative education professional experience Adequate. Student identifies a general development of skills of professional practice of their career field developed or enhanced through the cooperative education professional experience. Good. Student identifies 1-2 specific skills of professional practice of their career field developed or enhanced through the cooperative education professional experience. Excellent. Student identifies 3 or more specific skills of professional practice of their career field developed or enhanced through the cooperative education professional experience.

Total

Skills of Practice

Academic Connections

1

2 Adequate. Student identifies their anticipated role within their professional field.

3 Good. Student identifies their anticipated role within their professional field and expresses 1-2 goals for their future career.

Future role in professional field

Poor. Student does not identify their future role in their professional field

4 Excellent. Student identifies their anticipated role within their professional field and expresses 3 or more goals for their future career.

Total


								
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