|
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%
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Relevance
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Knowledge
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Argument/Analysis
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Structure
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Presentation
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Written English
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Research/Referencing
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Class I
(Exceptional
Quality)
|
85-100%
|
Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.
|
Demonstrates an exceptional knowledge/understanding of theory and practice for this level. Demonstrates the ability to expertly identify and critically appraise the most important issues, themes and questions. Demonstrates originality in conceptual understanding.
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Makes exceptional use of appropriate arguments and/or theoretical models.
Presents an exceptional critical evaluation of the material results in clear, logical and insightful conclusions. Demonstrates distinctive or independent thinking.
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Coherently articulated and logically structured.
An appropriate format is used.
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The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).
|
An exceptionally well written answer with standard spelling and grammar.
Style is clear, resourceful and academic.
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Sources accurately cited in the text.
An extensive range of contemporary and relevant references cited in the reference list in the correct style.
|
|
Class I
(Excellent
Quality)
|
70-84%
|
Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.
|
Demonstrates an excellent knowledge/understanding of theory and practice for this level.
Demonstrates the ability to identify and critically appraise the most important issues, themes and questions.
|
Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking.
Presents an excellent critical evaluation of the material results in clear, logical and illuminating conclusions.
|
Coherently articulated and logically structured.
An appropriate format is used.
|
The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).
|
An excellently written
answer with standard spelling and grammar.
Style is clear, resourceful and academic.
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Sources accurately cited in the text.
A wide range of contemporary and relevant references cited in the reference list in the correct style.
|
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Class II/i
(Very Good Quality)
|
60-69%
|
Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.
|
Demonstrates a very good knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise key issues, themes and questions.
|
Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material resulting in clear and logical conclusions.
|
Logically constructed in the main.
An appropriate format is used.
|
The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.
|
A very well written answer with standard spelling and grammar. Style is clear and academic.
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Sources accurately cited in the text and a wide range of appropriate references cited in reference list in the correct style.
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Class II/ii
(Good Quality)
|
50-59%
|
Generally addresses the title/brief, but sometimes considers irrelevant issues.
|
Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and critical appraisal of some key issues, themes and questions.
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Presents largely coherent arguments. Evidence of attempted analysis and critical evaluation, with some descriptive or narrative passages. Conclusions are fairly clear and logical.
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For the most part coherently articulated and logically structured. An acceptable format is used.
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The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.
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Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
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Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
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Class III
(Satisfactory Quality)
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40-49%
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Some degree of irrelevance to the title/brief.
Superficial consideration of the issues.
|
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to critically appraise some key issues, themes and questions.
|
Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.
Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.
|
Adequate attempt at articulation and logical structure.
An acceptable format is used.
|
The presentational style & layout is largely correct for the type of assignment.
Inappropriate use of FTP or not used where clearly needed to aid understanding.
|
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.
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Some relevant sources cited.
Some weaknesses in referencing technique.
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Borderline
Fail
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35-39%
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Significant degree of irrelevance to the title/brief.
Only the most obvious issues are addressed at a superficial level and in unchallenging terms.
|
Demonstrates weaknesses in knowledge of theory and practice for this level. Key issues and themes not identified or appraised.
|
Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.
|
Poorly structured.
Lack of articulation.
Format deficient.
|
For the type of assignment the presentational style &/or layout is lacking.
FTP ignored in text or not used where clearly needed.
|
Deficiencies in spelling and grammar makes reading difficult.
Simplistic or repetitious style impairs clarity.
Style is non-academic.
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Limited sources and weak referencing.
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Fail
|
<34%
|
Relevance to the title/brief is intermittent or missing.
The topic is reduced to its vaguest and least challenging terms.
|
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
|
Inadequate arguments and no analysis.
Descriptive or narrative in style with no evidence of critique.
Conclusions are sparse.
|
Unstructured.
Lack of articulation. Format deficient
|
For the type of assignment the presentational style &/or layout is lacking.
FTP as above.
|
Poorly written with numerous deficiencies in grammar, spelling and expression.
Style is non-academic.
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An absence of academic sources and poor referencing technique.
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