Performance Lab I Essay Marking Criteria

In arriving at a mark, the marker will apply the following criteria and feedback on these aspects:
1. Knowledge and coverage of the material. (The quality of the argument that has determined the shape of the essay, the display
of a good understanding; the coverage of all relevant material and the relevance to the question; the depth of the research)
2. Structure and Argument (Clarity and adequacy of structure of the work; evidence of your analysis and evaluation of material;
strongly supported argument; avoidance of unnecessary repetition).
3. Critical technique (Awareness of the scholarly discourse (evidenced in both the bibliography and the writing and referencing);
awareness of the problems and biases of different source materials).
4. Originality. (Independent thinking; your own voice; evidence of original approaches, material, choices)
5. Style and Presentation (Clear, perhaps even elegant writing; adherence to the style and referencing guidelines of the
department; careful presentation with regard to layout, paragraphs, spelling, grammar, punctuation)
Assessment
categories
Knowledge&
Understanding
ofSubject

025%
(WEAK
FAIL)
Largely inaccurate
or irrelevant
material. Little or no
evidence of factual
and conceptual
understanding of the
subject, or of
reading/research.

2639%(FAIL)
Shows an insufficient
level of factual and
conceptual
understanding of the
subject. Little or no
evidence of
reading/research
beyond a partial
reproduction of
information gained

rd

4049%(3 )
PASS

5059%(2.2)

Has developed a basic

level of factual and
conceptual
understanding of the
subject.
Reading/research is
limited to that gained
through class contact.

Some evidence that

understanding has
been enhanced
through wider
reading, but is still
limited to basic texts.

6069%(2.1)
MERIT
Has developed a sound
understanding of the
subject appropriate to this
level. There is evidence of
wider reading which goes
beyond that gained from
tutor contact.

st

st

7085%(1 )
86%100%(1 )
DISTINCTION DISTINCTION

Has developed a broad
factual and conceptual
understanding of the
subject relative to the
level through extensive
reading.

Has developed an
exceptionally broad
factual and conceptual
understanding of the
subject relative to the
level through extensive
reading.

through class contact.

Cognitive/
Intellectual
Skills(e.g.
analysis and
synthesis;
logicand
argument;
analytical
reflection;
organisation
and
communicatio
n of ideas and
evidence)

Use of
Researchinformed
Literature
(including
referencing,
appropriate
academic
conventions and
academic

No evidence of
analysis.
Unsubstantiated
opinions.

No evidence of
ability to relate
theory to
practice.

Has analysed and

evaluated
information using
defined techniques Has an exceptional
ability to analyse and
& principles. Can
There is some
evaluate information.
collate and
Work is entirely or
evidence of analysis
Able to collate,
categorise ideas
almost entirely
and evaluation but
Better understanding
categorise ideas and
and information
descriptive, showing work is mainly
of the subject has
Intelligent attempt at
information with
little or no evidence of descriptive with an
enabled the student analysing and evaluating and can select what
fluency and insight.
analysis. Has accepted uncritical acceptance to analyse
information. Well argued is relevant to
Capable of developing
information
of information, and
information using
with appropriate amount support analysis
and sustaining a
uncritically.
unsubstantiated
simple logic. On
of evidence, substantiated and evaluation and
coherent argument that
Unsubstantiated
opinions may be
balance the work is opinions are given.
develop a coherent
is exceptional for this
opinions usually
evident. Lack of
still descriptive.
argument,
level of development.
present.
logical development of
appropriate to the
Has developed a critical
an argument.
level of
approach to
development. Has information.
developed an early
critical approach to
information.
Little or no
evidence of ability
to relate theory to
practice. Little or
no reference to
research-informed
literature.

Shows a limited
understanding of
the application of
researchinformed
literature or
attempt to apply
knowledge across
situations.
Responses may
not be

Reasonable
attempt to apply
understanding of
the application
of researchinformed
literature to
other contexts.
Responses start
to be
meaningful.

Is able to apply
knowledge of
research-informed
literature to different
contexts and
generate a range of
responses to given
situations.

Can generate a
range of
appropriate
responses to given
problems, some of
which may be
innovative; good
reference to and
application of
research informed
literature.

Ca
n generate a range
of effective
responses to given
problems, some of
which may
demonstrate
innovation and
considerable
insight that are
unusual at this

honesty)

Skillsfor Life
and
Employment
(e.g.
Researchrelated skills;
written,
graphical and
oral
communicatio
n skills;
numeracy;
group
working;
problemsolving;
practical and
professional
skills)

Unstructured
and/or
incoherent.
Markedly poor
Structure is very
English and/or
weak or lacking.
very
Material is
inappropriate
incoherent.
style. Citations
Serious or
and
extensive
bibliography
mistakes in
incorrectly given
grammar or
or missing. May
syntax. Very
be seriously
immature style.
deficient in
Demonstrates 1
quantity.
or 2 qualities and
transferable skills
No qualities and
required for
transferable
employment.
skills required
for employment
are
demonstrated.

Marksforlevel 025(Fail)
4

2639(Fail)

meaningful.

Structure is weak
and/or
inconsistent and
lacking in
sequential
development.
Mistakes in
grammar or
syntax. Immature
style. Citations
and bibliography
poorly or
inconsistently
presented.
Demonstrates few
qualities and
transferable skills
required for
employment.

Well-organised
presentation which
Structure is coherent develops flow and
Structure lacks and logical showing progression in a
coherence and progression to the
well- structured
mistakes in
argument. There are argument.
presentation are few mistakes in
Syntax/grammar
evident.
presentation or
indicates an
Demonstrates
citation.
appropriate level of
some qualities
Demonstrates
maturity.
and transferable qualities and
Demonstrates a
skills required for transferable skills
broad range of
employment.
required for
qualities and
employment.
transferable skills
required for
employment.

4049(Pas)

5059(Merit)

6069(Merit)

level; exceptionally
good reference to
and application of
research informed
literature.

Exceptionally wellorganised
presentation which
develops flow and
progression in a
well-structured
argument. Syntax
and grammar
indicate a high
level of maturity.
Demonstrates an
excellent range of
qualities and
transferable skills
required for
employment.

7085(Distinction) 86100
(Distinction)