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asg section f - examinations and other forms of assessment

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2 Evidence that<br />

relevant module<br />

content is broadly<br />

understood, but<br />

with significant<br />

gaps or<br />

misapprehensions<br />

Evidence <strong>of</strong> limited<br />

critical evaluation<br />

in some areas,<br />

with some lost<br />

opportunities or<br />

misunderst<strong>and</strong>ings<br />

Limited <strong>and</strong><br />

uncritical use<br />

<strong>of</strong> a restricted<br />

range <strong>of</strong><br />

sources<br />

Argument is<br />

sometimes<br />

trivial,<br />

confused or<br />

flawed<br />

The<br />

assignment<br />

has failings in<br />

structure <strong>and</strong> /<br />

or clarity <strong>of</strong><br />

written<br />

expression,<br />

which impair<br />

its capacity to<br />

communicate<br />

3 Evidence that<br />

relevant module<br />

content is<br />

adequately<br />

understood, but<br />

with some gaps or<br />

misapprehensions<br />

4 Evidence <strong>of</strong><br />

extensive<br />

knowledge <strong>of</strong> the<br />

relevant module<br />

content, without<br />

major<br />

misapprehensions<br />

5 Evidence <strong>of</strong><br />

superior,<br />

comprehensive<br />

<strong>and</strong> deep<br />

knowledge <strong>of</strong> the<br />

relevant module<br />

content<br />

Evidence <strong>of</strong> a<br />

general critical<br />

stance, although<br />

some material not<br />

evaluated<br />

Evidence <strong>of</strong> good<br />

critical<br />

appreciation <strong>and</strong><br />

evaluation <strong>of</strong><br />

relevant theory<br />

<strong>and</strong> research <strong>and</strong> a<br />

systematic attempt<br />

to relate it to the<br />

topic<br />

Evidence <strong>of</strong><br />

thorough critical<br />

appreciation <strong>and</strong><br />

evaluation <strong>of</strong><br />

relevant theory<br />

<strong>and</strong> research <strong>and</strong> a<br />

systematic <strong>and</strong><br />

creative attempt to<br />

relate it to the<br />

topic<br />

Use <strong>of</strong> a range<br />

<strong>of</strong> appropriate<br />

sources, but<br />

without critical<br />

evaluation, or<br />

missing some<br />

significant<br />

items<br />

Use <strong>of</strong> a wide<br />

range <strong>of</strong><br />

appropriate<br />

sources with<br />

some critical<br />

awareness <strong>of</strong><br />

their status<br />

<strong>and</strong> relevance<br />

Use <strong>of</strong> a wide<br />

range <strong>of</strong><br />

appropriate<br />

sources,<br />

indicating<br />

personal<br />

research, <strong>and</strong><br />

with full critical<br />

awareness <strong>of</strong><br />

their status<br />

<strong>and</strong> relevance<br />

Argument is<br />

let down by<br />

occasional<br />

confusion or<br />

flaws<br />

Argument is<br />

sound <strong>and</strong><br />

substantial,<br />

although not<br />

original<br />

Argument is<br />

sound <strong>and</strong><br />

substantial,<br />

with significant<br />

elements <strong>of</strong><br />

originality<br />

While the<br />

assignment<br />

has some<br />

failings in<br />

structure <strong>and</strong> /<br />

or clarity <strong>of</strong><br />

written<br />

expression,<br />

these do not<br />

impair its<br />

capacity to<br />

communicate<br />

A generally<br />

well-structured<br />

<strong>and</strong> expressed<br />

assignment,<br />

which<br />

communicates<br />

clearly<br />

An assignment<br />

whose clear<br />

structure <strong>and</strong><br />

expression<br />

significantly<br />

enhances its<br />

argument<br />

There is freeware available (see, for example, http://www.circle-<strong>of</strong>-excellence.com – Free<br />

Downloads – MarkThis Pro 3.0) which will do the calculations for you <strong>and</strong> also generate a<br />

student feedback sheet which may be further individualised by providing each student with a<br />

comment indicating what they need to do next to improve.<br />

19

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