A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

140 ❘
Teaching, supervising, learning
Table 10.1 Characteristics of grades A, B and C
Grade A 70 % Grade B 60 % Grade C 50 %
Technical
criteria
1 Uses taught courses as a
starting point for
development of
advanced comprehension
of complex issues and
shows originality in
either approach or
analysis.
1 Uses material
covered in taught
courses to develop
comprehension of the
issues involved in the
project and applies
this material to the
problem.
1 Uses material
covered in taught
courses to develop
comprehension of the
issues involved in
the project, but has
some difficulties in
applying it.
2 Moves beyond a
comprehensive literature
review to draw novel
conclusions or to present
comparative data in an
innovative way.
3 Selects and applies
appropriate mathematical
methods for modelling
and analysing novel
situations.
4 Successfully deploys a
suitable computer
program and shows
critical insight into the
way in which the
program works.
5 Displays analytical
insight in the
presentation of
experimental data.
6 Adapts test and
measurement techniques
for unfamiliar situations.
7 Draws conclusions that
are relevant, valid,
appropriate and critically
evaluated.
2 Presents a comprehensive
literature
review.
2 Includes a literature
review which covers
the suggested
sources.
3 Applies mathematical
models appropriately
to project situations.
3 Attempts to apply
mathematical models
for the project.
4 Successfully deploys
a suitable computer
program.
4 Is partially successful
in deploying a
computer program.
5 Conducts accurate
analysis of experimental
data.
5 Analyses
experimental data,
but with some
misconceptions.
6 Uses suggested tests
and measurement
techniques.
6 Uses appropriate
tests and measurement
techniques.
7 Draws relevant, valid
and appropriate
conclusions.
7 Draws some
relevant and valid
conclusions.
inducting new staff into the assessment procedure and in getting experienced
ones to reflect on just why they rate particular work as they do. Moreover,
the weighting of performance to reach an overall grade for a student’s
contribution to a report, for example, still leaves considerable room for
(unrationalised) judgement. Whether even this degree of prescription could be