Annex C - Assessment criteria

Table of Contents

Annex C - Assessment criteria

Examination scripts are assessed according to the following criteria.

Degree class equivalent	Mark range	Assessment criteria
First Class Honours	70% and over	Work of outstanding quality, generally displaying: Perceptive identification of the task, and insightful interpretation of the issues raised Exceptional knowledge and understanding of a substantial range of material Clear structure, excellent organization, fluent style, and strongly sustained argument Insightful awareness of the relationship between topic(s) chosen and the wider context Cogent and sustained argument, assured deployment of evidence, and clear evidence of critical thinking An impressive degree of independence in analysis and critical judgement The use of further of more challenging resources
Second Class Honours (Upper Division)	60 - 69%	Work of high quality, generally displaying: Sound identification of the tasks, and clear interpretation of the issues raised Good knowledge and understanding of a substantial range of material Appropriate structure, good organization, clear style, and a good command of language Appreciation of the wider significance of the topic(s) discussed Cogent argument, effective deployment of material, and evidence of critical thinking Sound and intelligent evaluation, though without sustained independence of judgement
Second Class honours (Lower Division)	50 - 59%	Commendable work, generally displaying: Satisfactory identification of at least the main tasks, an appropriate interpretation of the issues raised, with a clear sense of what is relevant Adequate knowledge and appropriate understanding of a sufficient range of material Reasonable structure and sequence of exposition, adequate clarity of expression A sense of broader context Interpretation tends to be one-sided with limited attention to alternative lines of interpretation or evaluation Sensible but rarely independent judgement
Third Class Honours	45 - 49%	Work worthy of an honours degree, generally displaying: Adequate identification of the task and interpretation of the issues Real knowledge and understanding, though the answers are likely to suffer from a defective sense of what is important and an insecure sense of relevance Intelligible structure and some real attempts at organization The topic(s) will normally be treated in isolation, without reference to a broader context Judgements made will generally impress by their reasonableness rather than by force of argumentation Notably greater success at relaying current opinion than developing independent argument
Pass	40 - 44%	Defective work that is still worthy of gaining a degree: Understanding of the questions set will be adequate, though the answers are likely to suffer from a defective sense of what is important and an insecure sense of relevance Sketchy knowledge and insecure grasp of material, but enough to indicate that the student has followed the course with a real degree of understanding Marred by defective structure and inadequate command of language, but at least the main ideas are successfully communicated Little of no awareness of context Judgements will tend to be unnuanced, with little in the way of supporting argumentation. Independent argument is not expected at this level
Fail	34 - 39%	Marginal fail: The student understands the questions set, but is unable to offer satisfactory answers The student shows clear signs of an at least partial understanding of the course, but there are serious defects in knowledge and/or in use of material Defects of structure or organization that gravely restrict the clarity of the answers No awareness of broader context Inadequate analysis and argumentation At this level attempts at independent judgement are likely to show up limitations in understanding Failure is not gross; the student may realistically hope to attain the pass mark after thorough and well directed revision
	21 - 33%	Poor fail: Displays the same defects as "marginal fail", but to a markedly more serious degree. The student can only realistically hope to attain the pass mark after a period of fresh study
	0 - 20%	Comprehensive fail: The student shows virtually no signs of having understood the course and produces nothing that begins to answer the question set.