Description

Mark band (%)

1. Contains all of the information with either no or very few errors. Would be difficult to cover more within word limit.
2. Addresses the question correctly, understanding its meanings. Little or no irrelevant material.
3. Demonstrates full understanding of topic within a wider context. Shows excellent critical and analytical abilities, i.e. a good awareness of assumptions made in, and limitations of conclusions.
4. Shows evidence of having read relevant literature and is able to use this effectively in the answer. Accurate citing of references
5. Contains evidence of sound independent thinking, presenting material in an original fashion.
6. Ideas expressed clearly and concisely. Essay written logically and with appropriate structure.
7. Standard of English very high. Diagrams, tables,etc. detailed, relevant and visually pleasing.

Excellent

70-100

1. Contains most of the information required with a few minor errors.
2. Addresses the question adequately. Little or no irrelevant material.
3. Demonstrates substantial understanding of topic within a wider context. Shows good critical and analytical abilities.
4. Shows evidence of having read some of the relevant literature and is able to use this in the answer. References cited.
5. Shows independent thinking, some of which may be faulty. Limited originality.
6. Ideas generally expressed coherently. Essay written logically and with appropriate structure, making connections between different arguments and ideas.
7. Standard of English high. Diagrams, tables,etc. detailed and relevant.

Good

60-69

1. Contains the essential core of the information required with some minor errors and only a few, if any, major errors.
2. Does not address all aspects of the question. May contain some irrelevant material.
3. Demonstrates limited or patchy understanding of topic and its context. Shows limited critical and analytical abilities.
4. May show evidence of having read some relevant literature but generally fails to demonstrate understanding of it or to use it correctly in the answer.
5. Shows no independent thinking.
6. Some ideas expressed incoherently. Some faults in logic and structure of essay.
7. Standard of English satisfactory. Diagrams, tables etc. lacking detail and relevance.

Satisfactory

50-59

1. Contains a limited amount of the information required with many minor and possibly some major errors.
2. Does not really address the question. Includes irrelevant material.
3. Demonstrates little understanding of topic and its context. Little evidence of critical and analytical abilities.
4. Little or no evidence of having read relevant literature.
5. Shows no independent thinking.
6. Ideas generally expressed incoherently. Faults in logic and structure of essay.
7. Standard of English weak. Diagrams lacking detail and relevance.

Marginal pass

35-49

(note that 35-39 is not a pass at Part I)

1. Contains very little or none of the information required and/or substantial factual errors.
2. Largely/completely fails to address the question either because material is largely irrelevant or because there is little or no information.
3. Demonstrates little or no understanding of topic and its context. No evidence of critical and analytical abilities.
4. Little or no evidence of having read the relevant literature.
5. Shows no independent thinking.
6. Ideas expressed incoherently. Many faults in logic and structure of essay.
7. Standard of English very poor. Illegible. Not proof-read. Diagrams, tables,etc. completely lacking detail and relevance or no relevant diagrams.

Unsatisfactory

<35

1. Information and knowledge
2. Addressing the question
3. Understanding the topic
4. Reading of literature (beyond lectures)
5. Originality/independent/creative thinking
6. Presentation - format, length, organisation, clarity, style and general fluency
7. Technical quality - spelling, grammar, punctuation, paragraphing, effective use of diagrams and tables.

1. The criteria are not regarded as absolute but as guideline for classification
2. The scale of standards is continuous rather than discontinuous
3. A student's performance may not be equal under all assessment headings.