Programme Summary and Regulations 2011-2012 - EMFSS individual courses (Old Regulations)

Nothing presented or completely incorrect information or answers contain nothing at all of relevance.

No evidence of understanding.

No evidence of reading of an appropriate nature (for qualitative subjects).

No competence in core basic techniques of the subject (for quantitative subjects).

(For qualitative subjects) Very little information or information that is almost entirely incorrect or irrelevant. Extremely poor structure and clarity.

Misunderstanding of significant areas of the syllabus.

Very little evidence of reading of an appropriate nature (for qualitative subjects).

No competence in most of the core basic techniques of the subject (for quantitative subjects).

(For qualitative subjects) Little information or information that is almost entirely incorrect or irrelevant. Unacceptably poor structure and clarity.

Little understanding evident.

Little evidence of reading of an appropriate nature (for qualitative subjects).

Very limited competence in core basic techniques of the subject (for quantitative subjects)

(For qualitative subjects) Superficial coverage of topics that is descriptive and flawed by many important omissions and/or significant errors.

Some understanding evident, but no original thought or critical analysis or ability to grapple with anything other than very routine questions.

(For qualitative answers) Disorganisation in structure and poor clarity of expression.

Limited evidence of reading of an appropriate nature (for qualitative subjects).

Limited competence in core basic techniques of the subject or competence only in a small part of the material (for quantitative subjects).

(For qualitative subjects) Largely superficial coverage of topics that is overly descriptive with important omissions and/or significant errors.

Some understanding evident, but no ability to grapple with anything other than routine questions.

(For qualitative answers) Some disorganisation in structure and weak clarity of expression.

Limited evidence of wider reading of an appropriate nature (for qualitative subjects).

Limited competence in core basic techniques of the subject or competence only in part of the material (for quantitative subjects).

An acceptable demonstration of a basic understanding of and competence in the subject.

Some knowledge of, and application of, relevant methods and techniques.

A basic range of information and knowledge deployed, with some areas of inaccuracy.

Arguments and analysis not fully developed.

Evidence of essential reading.

Acceptable quality of presentation and structure.

A reasonably good understanding of the subject.

Knowledge of, and some application of, relevant methods and techniques.

A standard, and largely accurate, range of information and knowledge deployed.

May rely more on knowledge than on argument or analysis (for qualitative subjects) or may (for quantitative subjects) demonstrate ability to grapple with standard problems but limited capacity to solve more unusual or demanding questions involving application of significant understanding of the subject.

Satisfactory quality of presentation, with good structure (mainly for qualitative subjects).

A good understanding of the subject.

Competent application of relevant methods and techniques.

Wide and accurate range of information and knowledge deployed.

Evidence of a critical approach to essential reading (mainly for quantitative subjects)

Clear argument which may demonstrate a degree of independent thinking or critical insight (for qualitative subjects) or (for quantitative subjects) some capacity to solve more unusual or demanding questions involving application of significant understanding of the subject.

High quality of presentation and good structure (mainly for qualitative subjects).

A thorough understanding of the subject.

Deft application of relevant methods and techniques.

Extensive range and consistent accuracy of information and knowledge.

Clear argument which demonstrates a degree of independent thinking or critical insight (for qualitative subjects) or (for quantitative subjects), a significant capacity to solve more unusual or demanding questions involving application of deep understanding of the subject and its methods.

Evidence of a critical approach to essential reading and an ability to apply this in context with, additionally, some evidence of wider reading.

Excellent presentation and structure.

A deep understanding of the subject.

Mastery of relevant methods and techniques.

Highly extensive range and consistent accuracy of information and knowledge.

Lucid argument which demonstrates a high degree of independent thinking or critical insight (for qualitative subjects) or (for quantitative subjects) an impressive ability to solve more unusual or demanding questions involving application of deep understanding of the subject and its methods.

Evidence of a critical approach to essential reading and an ability to apply this in context with, additionally, some evidence of wider reading.

Excellent presentation and structure.

A comprehensive and deep understanding of the subject.

Mastery of relevant methods and techniques and an ability to deploy them with flair.

Very extensive range and consistent accuracy of information and knowledge.

(For qualitative subjects) Exceptional powers of analysis, argument, synthesis and insight. Considerable evidence of extensive wider reading of an appropriate nature and its application in context. Lucid and convincing argument which demonstrates an exceptional degree of independent thinking and critical insight.

(For quantitative subjects) An outstanding ability to solve unusual and demanding questions involving application of deep and comprehensive understanding of the subject and its methods.

Outstanding presentation and structure.