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grade guidelines: characteristics of performance for each grade
Criteria Ungraded: 0-39% (Fail) Grade D: 40-49% (Fail) Grade C: 50-59% (Pass) Grade B: 60-69% (Merit) Grade A:70-100% (Distinction)
Integration & Demonstrates very little evidence of having
Application read, or integrated, central texts and Demonstrates a limited, fragmented Demonstrates a modest, partially Demonstrates a well-integrated Demonstrates an excellent, well-
research findings; scarcely relates these to knowledge of the literature and integrated knowledge of the basic knowledge of the basic literature and integrated knowledge of the basic
Critical use the topic research findings; presents few and/or literature and research findings; research findings; presents pertinent literature and research findings;
of literature limited applications of these to the presents some modest applications applications of these to the topic. presents convincing applications of
Demonstrates very little or no awareness of topic. of these to the topic. these to the topic.
Reflection, insight differing viewpoints, and of relations Demonstrates awareness of differing
and evaluation between them. Demonstrates limited awareness of Demonstrates modest awareness of viewpoints, and of relations between Demonstrates excellent awareness of
differing viewpoints, and of relations differing viewpoints, and of relations them. Is familiar with main texts and differing viewpoints, and of relations
Presents very little or no evidence of between them; between them. findings; presents some critique but is between them. Is widely read, and is
reflection and evaluation of own and others’ not incisive. critically incisive.
teaching practices. Presents little evidence of reflection Presents modest and/or unclear
and evaluation of own and others’ evidence of reflection and Presents clear evidence of reflection Presents strong evidence of complex,
teaching practices. evaluation of own and others’ and evaluation of own and others’ insightful reflection and penetrating
teaching practices. teaching practices. evaluation of own and others’ teaching
practices.
Understanding & Presents very little evidence of, or Presents limited evidence of, or Presents modest grasp of main Presents a good grasp of main Presents an excellent grasp of main
Relevance misunderstandings of, main knowledge, flawed understandings of, main knowledge, concepts, theories, knowledge, concepts, theories, policy knowledge, concepts, theories, issues
concepts, theories, issues policy, ideas and knowledge, concepts, theories, issues policy, ideas and practice (when applicable), ideas and practice policy, ideas and practice relevant to the
practice relevant to the topic; makes very issues, policy ideas and practice relevant to the topic and makes relevant to the topic; makes salient topic; and makes interesting and/or
few or no connections between them. relevant to the topic; makes few or some relevant connections between connections between them. compelling connections between them.
simple connections between them. them.
Explains the rationale and narrative arc
Reasoning Provides very few, or no hints, on the Provides little information about the Acknowledges the rationale and Makes clear the rationale and of the study; presents rigorously
Structure, Argument rationale and narrative arc of the study; overall rationale and narrative arc of narrative arc of the study; submits narrative arc of the study; submits structured work; provides lucid, cogent
submits work with very little or no structure; the study; submits work with little work with an adequate structure; clearly structured work; develops and sophisticated arguments that are
Independence develops few or no arguments, presented structure; develops weak arguments, develops and sustains some clear and sound arguments with some well substantiated and defended;
arguments are flawed not sustained or are and/or the arguments are not followed modest arguments; presents some defence but little evidence of presents a thorough and critical account
Technical accuracy* mutually contradictory; presents very little or through; presents little discussion of discussion of the work as a whole. creativity; presents a substantive of the work as a whole.
of presentation no discussion of the work. the work as a whole. discussion of the work as a whole.
Demonstrates modest Demonstrates independence of thought
Demonstrates very little or no independence Demonstrates little independence of independence of thought; questions Demonstrates independence of and argument; challenges ideas and
of thought; accepts as given ideas and thought; accepts without question some ideas and findings from the thought; routinely questions ideas and findings from the literature and
findings from the educational literature and most ideas and findings from the literature and research; shows an findings from the literature and research; shows an ability to generate
research. educational literature and research. ability to generate practical research; shows an ability to generate rigorous recommendations; is creative,
recommendations. robust recommendations. innovative & goal-oriented.
Considerable error in level of technical Some errors in level of technical
accuracy in written work accuracy in written work An acceptable, if fairly basic, level Considerable accuracy and Very few flaws in accuracy and
of technical accuracy in written work correctness in technical presentation correctness in technical presentation in
in written work written work
Research Methods Makes very little, or inappropriate, use of research Makes limited use of research and Makes use, without major errors, of Makes good use of appropriate research Makes excellent use of well-chosen research
and analytical methods; very poor write-up and analytical methods; poor write-up and standard research and analytical and analytical methods; competent write-up and analytical methods; comprehensive write
organisation, makes it difficult for readers to organisation: makes it difficult for readers to methods; adequate write-up and with good organisation: makes it easy for up with meticulous organisation: convinces
discover what was done and found in the study. judge the quality and value of what was organisation: makes it possible for readers to evaluate the quality and value of readers of the high quality and/or value of the
done and found in the study. readers to evaluate the quality and value the study. study.
of the study.
*Technical accuracy is taken to include: punctuation, essay organisation, paragraph and sentence structure, spelling, tone, word usage, referencing
Criteria Ungraded: 0-39% (Fail) Grade D: 40-49% (Fail) Grade C: 50-59% (Pass) Grade B: 60-69% (Merit) Grade A:70-100% (Distinction)
Integration & Demonstrates very little evidence of having
Application read, or integrated, central texts and Demonstrates a limited, fragmented Demonstrates a modest, partially Demonstrates a well-integrated Demonstrates an excellent, well-
research findings; scarcely relates these to knowledge of the literature and integrated knowledge of the basic knowledge of the basic literature and integrated knowledge of the basic
Critical use the topic research findings; presents few and/or literature and research findings; research findings; presents pertinent literature and research findings;
of literature limited applications of these to the presents some modest applications applications of these to the topic. presents convincing applications of
Demonstrates very little or no awareness of topic. of these to the topic. these to the topic.
Reflection, insight differing viewpoints, and of relations Demonstrates awareness of differing
and evaluation between them. Demonstrates limited awareness of Demonstrates modest awareness of viewpoints, and of relations between Demonstrates excellent awareness of
differing viewpoints, and of relations differing viewpoints, and of relations them. Is familiar with main texts and differing viewpoints, and of relations
Presents very little or no evidence of between them; between them. findings; presents some critique but is between them. Is widely read, and is
reflection and evaluation of own and others’ not incisive. critically incisive.
teaching practices. Presents little evidence of reflection Presents modest and/or unclear
and evaluation of own and others’ evidence of reflection and Presents clear evidence of reflection Presents strong evidence of complex,
teaching practices. evaluation of own and others’ and evaluation of own and others’ insightful reflection and penetrating
teaching practices. teaching practices. evaluation of own and others’ teaching
practices.
Understanding & Presents very little evidence of, or Presents limited evidence of, or Presents modest grasp of main Presents a good grasp of main Presents an excellent grasp of main
Relevance misunderstandings of, main knowledge, flawed understandings of, main knowledge, concepts, theories, knowledge, concepts, theories, policy knowledge, concepts, theories, issues
concepts, theories, issues policy, ideas and knowledge, concepts, theories, issues policy, ideas and practice (when applicable), ideas and practice policy, ideas and practice relevant to the
practice relevant to the topic; makes very issues, policy ideas and practice relevant to the topic and makes relevant to the topic; makes salient topic; and makes interesting and/or
few or no connections between them. relevant to the topic; makes few or some relevant connections between connections between them. compelling connections between them.
simple connections between them. them.
Explains the rationale and narrative arc
Reasoning Provides very few, or no hints, on the Provides little information about the Acknowledges the rationale and Makes clear the rationale and of the study; presents rigorously
Structure, Argument rationale and narrative arc of the study; overall rationale and narrative arc of narrative arc of the study; submits narrative arc of the study; submits structured work; provides lucid, cogent
submits work with very little or no structure; the study; submits work with little work with an adequate structure; clearly structured work; develops and sophisticated arguments that are
Independence develops few or no arguments, presented structure; develops weak arguments, develops and sustains some clear and sound arguments with some well substantiated and defended;
arguments are flawed not sustained or are and/or the arguments are not followed modest arguments; presents some defence but little evidence of presents a thorough and critical account
Technical accuracy* mutually contradictory; presents very little or through; presents little discussion of discussion of the work as a whole. creativity; presents a substantive of the work as a whole.
of presentation no discussion of the work. the work as a whole. discussion of the work as a whole.
Demonstrates modest Demonstrates independence of thought
Demonstrates very little or no independence Demonstrates little independence of independence of thought; questions Demonstrates independence of and argument; challenges ideas and
of thought; accepts as given ideas and thought; accepts without question some ideas and findings from the thought; routinely questions ideas and findings from the literature and
findings from the educational literature and most ideas and findings from the literature and research; shows an findings from the literature and research; shows an ability to generate
research. educational literature and research. ability to generate practical research; shows an ability to generate rigorous recommendations; is creative,
recommendations. robust recommendations. innovative & goal-oriented.
Considerable error in level of technical Some errors in level of technical
accuracy in written work accuracy in written work An acceptable, if fairly basic, level Considerable accuracy and Very few flaws in accuracy and
of technical accuracy in written work correctness in technical presentation correctness in technical presentation in
in written work written work
Research Methods Makes very little, or inappropriate, use of research Makes limited use of research and Makes use, without major errors, of Makes good use of appropriate research Makes excellent use of well-chosen research
and analytical methods; very poor write-up and analytical methods; poor write-up and standard research and analytical and analytical methods; competent write-up and analytical methods; comprehensive write
organisation, makes it difficult for readers to organisation: makes it difficult for readers to methods; adequate write-up and with good organisation: makes it easy for up with meticulous organisation: convinces
discover what was done and found in the study. judge the quality and value of what was organisation: makes it possible for readers to evaluate the quality and value of readers of the high quality and/or value of the
done and found in the study. readers to evaluate the quality and value the study. study.
of the study.
*Technical accuracy is taken to include: punctuation, essay organisation, paragraph and sentence structure, spelling, tone, word usage, referencing
