Page 80 - EDU_Programme_Handbook
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MED ULT
GRADE B performance is characterised by:
accurate mention showing considerable understanding of main knowledge, concepts, theories, policy (when
applicable), ideas and practice relevant to the topic;
some connections made between theory, policy and practice;
familiarity with mainstream texts and research findings; some critique of these, but lacking true penetration;
well reasoned and ordered arguments;
reasonable grasp of technical and applied/practical aspects;
reflection on and critique of own teaching practices and those of others;
ability to offer a clear and solid argument, but showing little evidence of creativity; a clear structure and
development of the exposition; some appreciation of different viewpoints;
use of appropriate research methods and modes of analysis written up in an organised manner.
GRADE C performance is characterised by:
some but limited grasp of main knowledge, concepts, theories, issues policy, ideas and practice relevant to
the topic and some connections made between them;
evidence of knowledge of the basic literature and research findings;
some evidence of ability to reflect and critique own teaching practices and those of others;
acceptable discussion, but without substantial development; some structure;
a little awareness of differing viewpoints and the relationship between them;
little independence of thought, ideas and findings being uncritically accepted from the literature and research;
limited ability to suggest solutions;
use without major errors of recognised research methods and analysis; written up and organised in a manner
that enables the work to be understood.
GRADE D performance (Fail) is characterised by:
limited grasp or flawed understanding of main knowledge, concepts, theories, issues policy, ideas and
practice relevant to the topic and few connections made between them;
poor knowledge of and use of literature and research findings;
little evidence of ability to reflect and critique own teaching practices and those of others;
little discussion and lacking adequate development and structure;
poor awareness of differing viewpoints and the relationships between them;
little independence of thought; ideas and findings being uncritically accepted from the literature or research;
poor use of research methods and analysis; poor writing up and organisation such that the reader cannot
readily trace what was done/found.
UNGRADED (Fail) performance is characterised by:
poor grasp or misunderstanding of main knowledge, concepts, theories, issues policy, ideas and practice
relevant to the topic and failure to make connections between them;
showing signs of not having read, or not having understood central texts and research findings relating to the
topic in question;
very little indication of awareness of key issues;
78 EDU © Imperial College London 2014-15
GRADE B performance is characterised by:
accurate mention showing considerable understanding of main knowledge, concepts, theories, policy (when
applicable), ideas and practice relevant to the topic;
some connections made between theory, policy and practice;
familiarity with mainstream texts and research findings; some critique of these, but lacking true penetration;
well reasoned and ordered arguments;
reasonable grasp of technical and applied/practical aspects;
reflection on and critique of own teaching practices and those of others;
ability to offer a clear and solid argument, but showing little evidence of creativity; a clear structure and
development of the exposition; some appreciation of different viewpoints;
use of appropriate research methods and modes of analysis written up in an organised manner.
GRADE C performance is characterised by:
some but limited grasp of main knowledge, concepts, theories, issues policy, ideas and practice relevant to
the topic and some connections made between them;
evidence of knowledge of the basic literature and research findings;
some evidence of ability to reflect and critique own teaching practices and those of others;
acceptable discussion, but without substantial development; some structure;
a little awareness of differing viewpoints and the relationship between them;
little independence of thought, ideas and findings being uncritically accepted from the literature and research;
limited ability to suggest solutions;
use without major errors of recognised research methods and analysis; written up and organised in a manner
that enables the work to be understood.
GRADE D performance (Fail) is characterised by:
limited grasp or flawed understanding of main knowledge, concepts, theories, issues policy, ideas and
practice relevant to the topic and few connections made between them;
poor knowledge of and use of literature and research findings;
little evidence of ability to reflect and critique own teaching practices and those of others;
little discussion and lacking adequate development and structure;
poor awareness of differing viewpoints and the relationships between them;
little independence of thought; ideas and findings being uncritically accepted from the literature or research;
poor use of research methods and analysis; poor writing up and organisation such that the reader cannot
readily trace what was done/found.
UNGRADED (Fail) performance is characterised by:
poor grasp or misunderstanding of main knowledge, concepts, theories, issues policy, ideas and practice
relevant to the topic and failure to make connections between them;
showing signs of not having read, or not having understood central texts and research findings relating to the
topic in question;
very little indication of awareness of key issues;
78 EDU © Imperial College London 2014-15
