Marking Criteria Level One This is a guide to the criteria used by staff in assigning a mark to a piece of work. Broadly speaking, work is assessed on four criteria: Evidence of strength in some areas may compensate for weaknesses in others.
College of Humanities Intranet Marking Criteria This information is intended to provide you with clear goals in your written work and warnings of what you should avoid.
An individual and particularly effective approach to the material or topic, an intellectually stimulating experience for the other students in the seminar which provokes lively discussion, particular subtlety of argument or interpretation of primary sources, exceptional presentation skills, including good use of a clear and informative handout, very effective communication of the subject matter and argument to the student audience.
It conveys the content of the topic set effectively and accurately, referring to a good range of primary and where appropriate secondary sources, highlighting key issues and special difficulties raised by the evidence; it forms an incisive and coherent argument, framed by a concise introduction and conclusion; the points are clearly set out and communicated well, with good pacing; the presentation is wholly audible and easy to follow; the handout is well-prepared and supports the presentation; any other visual aids used e.
It forms a reasonably coherent argument, with an introduction and conclusion. The points are mostly clear and well-communicated, and the presentation is audible and quite well paced.
The handout is a useful support for the presentation. There is a reasonable level of eye-contact with audience; the presentation is given in a fairly natural way.
The response to questions after the presentation is generally direct and informed. There is some coherence in the argument and structure of points made; the overall drift is clear.
Some points are clearly made; the presentation is audible. The handout contains some material relevant to the presentation. There is some attempt to maintain eye-contact with audience, to present the presentation naturally and to respond directly to questions.
It makes only a few of the relevant points, and refers to a small number of the relevant sources and the difficulties they raise. The argument of the presentation is not very coherent; the main drift is not clear.
The points are not clearly set out, the presentation is not very audible. The handout is not adequate to support the presentation.
There is little attempt at eye-contact with audience or at natural presentation; the response to question is vague or limited.
It brings out hardly any of the relevant points and issues and refers to hardly any relevant sources or the difficulties they raise. The argument of the presentation is vague or confused. The points made are not clear or clearly linked. The presentation is inaudible and hard to follow. There is no handout.
There are no other visual aids.Marking Criteria (Level One) This is a guide to the criteria used by staff in assigning a mark to a piece of work. Broadly speaking, work is assessed on four criteria.
Marking Criteria (Level One) This is a guide to the criteria used by staff in assigning a mark to a piece of work. Broadly speaking, work is assessed on four criteria. 4 - Generic University Assessment Criteria for Taught Programmes: Guidance Notes for Staff 5 - Teaching and Research 6 - Guidelines for constructing a code of practice in teaching and learning.
The University Senate Scales outline the marking criteria for all types of assessment for students and assist in the marking of Coursework, Dissertations and Oral Presentations. Stage 1 Essay marking criteria School marking criteria Degree classification Mark band Stage 1 class Reading, Knowledge and Understanding Shows evidence of having read relevant material and is able to use this effectively in the answer.
Contains all of the. Essay marking criteria This page reminds students to be aware of marking criteria Each institution uses different marking criteria, but generally speaking it is quite unusual to get much more than 70% for a piece of work at a British university.