| GRADE | ANSWER RELEVANCE | | ARGUMENT & COHERENCE | | EVIDENCE | | SUMMARY | |
| First ≥70 | Innovative response, answers the question fully, addressing the learning objectives of the assessment task. Evidence of critical analysis, synthesis and evaluation. | | A clear, consistent in-depth critical and evaluative argument, displaying the ability to develop original ideas from a range of sources. Engagement with theoretical and conceptual analysis. | | Wide range of appropriately supporting evidence provided, going beyond the recommended texts. Correctly referenced. | | An outstanding, well-structured and appropriately referenced answer, demonstrating a high degree of understanding and critical analytic skills. | |
| Upper Second 60-69 | A very good attempt to address the objectives of the assessment task with an emphasis on those elements requiring critical review. | | A generally clear line of critical and evaluative argument is presented. Relationships between statements and sections are easy to follow, and there is a sound, coherent structure. | | A very good range of relevant sources is used in a largely consistent way as supporting evidence. There is use of some sources beyond recommended texts. Correctly referenced in the main. | | The answer demonstrates a very good understanding of theories, concepts and issues, with evidence of reading beyond the recommended minimum. Well organised and clearly written. | |
| Lower Second 50-59 | Competently addresses objectives, but may contain errors or omissions and critical discussion of issues may be superficial or limited in places. | | Some critical discussion, but the argument is not always convincing, and the work is descriptive in places, with over-reliance on the work of others. | | A range of relevant sources is used, but the critical evaluation aspect is not fully presented. There is limited use of sources beyond the standard recommended materials. Referencing is not always correctly presented. | | The answer demonstrates a good understanding of some relevant theories, concepts and issues, but there are some errors and irrelevant material included. The structure lacks clarity. | |
| Third 40-49 | Addresses most objectives of the assessment task, with some notable omissions. The structure is unclear in parts, and there is limited analysis. | | The work is descriptive with minimal critical discussion and limited theoretical engagement. | | A limited range of relevant sources used without appropriate presentation as supporting or conflicting evidence coupled with very limited critical analysis. Referencing has some errors. | | Some understanding is demonstrated but is incomplete, and there is evidence of limited research on the topic. Poor structure and presentation, with few and/or poorly presented references. | |
| Fail <40 | Some deviation from the objectives of the assessment task. May not consistently address the assignment brief. At the lower end fails to answer the question set or address the learning outcomes. There is minimal evidence of analysis or evaluation. | | Descriptive with no evidence of theoretical engagement, critical discussion or theoretical engagement. At the lower end displays a minimal level of understanding. | | Very limited use and application of relevant sources as supporting evidence. At the lower end demonstrates a lack of real understanding. Poor presentation of references. | | Whilst some relevant material is present, the level of understanding is poor with limited evidence of wider reading. Poor structure and poor presentation, including referencing. At the lower end there is evidence of a lack of comprehension, resulting in an assignment that is well below the required standard. | |
| Late submission | 0 | | 0 | | 0 | | 0 | |
