The Meaning of Marks
This table, which explains the meanings of marks, is written in very general university-wide terms and is taken from the 2011-2 edition of the Regulations and Codes Of Practice for Taught Programs, section 15.8 (generic marking criteria). (Please note that the document also contains a 21-point scale for qualitative marking which is currently not used in the Computer Science department.)
TABLE 2: GENERIC MARKING CRITERIA ON THE 101 POINT SCALE
|
QAA Level of Study |
Generic Descriptors of Assessment Criteria for an individual piece of student work. (All levels subsume the positive attributes of the level below them) |
|||
|
4 (C) |
5 (I) |
6 (H) |
7 (M) |
|
|
|
|
|
89 -100 |
Subject specific assessment criteria are satisfied to the very highest standard with no areas of weakness. Very extensive and detailed knowledge with impressive conceptual understanding. Extensive evidence of coherence, creativity, originality, autonomy, imagination and the ability to deal with complexity, contradictions or gaps in the knowledge base and ability to synthesise appropriate principles by reference to primary sources and knowledge at the forefront of the discipline. Answer very well organised, accurate and very well presented and may be of publishable standard. |
|
|
|
89 -100 |
78-83 |
Subject specific assessment criteria are satisfied to a high standard with no areas of weakness. Excellent knowledge and understanding; clear evidence of coherence, creativity, originality and the ability to deal with complexity, contradictions or gaps in the knowledge base and ability to synthesise appropriate principles by reference to primary sources and knowledge at the forefront of the discipline.. Answer very well organised, accurate and very well presented and may be close to publishable standard. |
|
|
89-100 |
78-83 |
68-72 |
Subject specific assessment criteria are satisfied to a high standard with very few areas of weakness. Demonstrates excellent knowledge and understanding; clear evidence of analysis, coherence, creativity, originality and the ability to synthesise appropriate principles by reference, where appropriate, to primary sources and knowledge at the forefront of the discipline. Answer very well organised, accurate and very well presented. . |
|
89-100 |
78-83 |
68-72 |
62-65 |
Subject specific assessment criteria are satisfied to a good standard with few areas of weakness. Displays good knowledge and understanding with clear evidence of analysis, coherence, and the ability to synthesise materials from other modules, from primary sources and knowledge at the forefront of the discipline. Answer well organised, accurate and very well presented |
|
78-83 |
68-72 |
62-65 |
55-58 |
Subject specific assessment criteria are satisfied with few errors Displays good knowledge and understanding with few errors and some evidence of analysis and the ability to synthesise material from the teaching programme and from wider reading, including primary reference sources, and /or from practical experience. Answer well organised, accurate and well presented |
|
68-72 |
62-65 |
55-58 |
48-52 |
Subject specific assessment criteria are satisfied with no significant errors Good knowledge and understanding, with no significant errors and evidence of the ability to select, apply and analyse information from teaching programme and information gained from wider reading which includes primary reference sources and/or from practical experience. At M level, demonstration of independent study should be informed by primary sources and knowledge at the forefront of the discipline. Answer well organised and well presented |
|
62-65 |
55-58 |
48-52 |
42-45 |
Most subject specific assessment criteria are satisfied No major fundamental errors (except at M level). Reasonable knowledge and understanding of key concepts, no major fundamental errors but significant subject specific criteria are omitted. Demonstrates some ability to select, apply and analyses information derived from teaching programme, but fails to demonstrate evidence of independent study. Answer well organised |
|
55-58 |
48-52 |
42-45 |
33-39 |
Most subject specific assessment criteria are satisfied, except at M level. Shows knowledge of most of the important elements and some understanding, but patchy and contains some major errors and omissions and little evidence of critical analysis. Answer is organised and presented just about satisfactorily |
|
48-52 |
42-45 |
33 -39 |
22-29 |
Some relevant knowledge of more important elements, but limited understanding. No major misconceptions but several omissions. Answer is of limited quality but is just acceptable. |
|
42-45 |
33-39 |
22-29 |
7-15 |
Deficient attainment of intended learning outcomes for all except level 4 of study Inadequate knowledge and understanding and major misconceptions, but at least basic awareness of some aspects of the area. Answer incomplete, poorly organised and presented |
|
33-39 |
22-29 |
7-15 |
0 |
Appreciably deficient attainment of intended learning outcomes for any level of study Serious lack of any relevant knowledge and understanding of fundamental aspects of subject. Answer incomplete, poorly organised and presented. |
|
22-29 |
7-15 |
0 |
- |
Seriously deficient attainment of intended learning outcomes. Poor quality work well below the appropriate standards required for the level of study Very minimal knowledge; no understanding; fundamental misconceptions, unacceptable presentation |
|
0-15 |
0 |
- |
_ |
No understanding or any relevant knowledge, fundamental misconceptions Fails in all respects to provide any assessable answer to the question Work not worthy of marking or not submitted |
Key:
The GREEN shaded boxes indicate the minimum standard required for that level of study
The BLUE shaded boxes indicate the lower second class borderline
The PINK shaded boxes indicate the upper second class borderline
The YELLOW shaded boxes indicate the first class borderline