Keele University Generic Assessment Criteria

Overview and Introduction The Keele University generic assessment criteria are designed to be a reference point for staff and students in defining the standards of achievement for written work at FHEQ Levels 3, 4, 5, 6 and 7 across all subject areas. They draw on both the QAA framework and the Keele Graduate Attributes to describe student achievement in four areas:    

Knowledge, Understanding and Application Analysis and Argument Use of Research-Informed Communication Skills.

Usage and Development They are expected to be in use where local discipline or programme specific assessment criteria are not available. In such cases, they provide a framework for articulating standards among students, tutors and markers. They can be used by these discipline and programme teams as the basis to develop their own subject-specific assessment criteria for learning and assessment. Where local discipline or programme specific assessment criteria already exist, local teams are expected to ensure that their existing framework is compatible with the University’s generic assessment criteria.

Should you require guidance on the use and development of these assessment criteria, please contact your Faculty representative for the Learning and Professional Development Centre: Faculty of Health Jackie Potter, Faculty of Humanities and Social Sciences Jen Smith, and Faculty of Natural Sciences Georgina Spencer.

06/06/2013 15:39:[email protected]

Generic Assessment Criteria Level 3 Generic Assessment Criteria Level 3

Knowledge, understanding and application

Analysis and argument

Use of researchinformed literature

Communication skills

0-9%

10-19%

20-29%

30-34%

35-39%

40-49%

50-59%

60-69%

70-79%

80-89%

90-100%

No answer offered; or an answer which is totally irrelevant or fundamentally wrong.

Shows some evidence of having benefited from the course.

An attempt to answer the question, but without much understanding of defined areas of the knowledge base. Minimal application of knowledge.

May be gross misconceptions which nevertheless show some evidence of an elementary grasp of defined areas of the knowledge base. Little application of knowledge.

Unsatisfactory understanding of defined areas of the knowledge base, but shows some appreciation of the field of study. Some, but unsatisfactory, application of knowledge.

Satisfactory but limited understanding of defined areas of the knowledge base. Some elements missing and flaws evident. Adequate application of knowledge.

Sound, routine understanding of defined areas of the knowledge base. Some flaws may be evident. Good application of knowledge at this level.

Very good understanding of defined areas of the knowledge base. Very good application of knowledge at this level.

Excellent understanding of defined areas of the knowledge base and current areas of debate in the field of study. Excellent application of knowledge at this level.

Outstanding and highly-detailed understanding of defined areas of the knowledge base and current areas of debate in the field of study. Outstanding application of knowledge for this level.

Highly-detailed and exceptional understanding going beyond defined areas of the knowledge base. An impressive awareness of current areas of debate in the field of study. Exceptional application of knowledge for this level.

Absence of evaluation and interpretation of issues and material; or no answer offered.

Brief, irrelevant or deficient evaluation and interpretation of issues and material; unsubstantiated generalisations. Little or no attempt to draw conclusions.

Minimal evaluation and interpretation of issues and material; often illogical, irrelevant, contradictory or unsupported by evidence.

Little evaluation and interpretation of issues and material; illogical, irrelevant, contradictory or unsupported by evidence.

Evaluation and interpretation of issues and material may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence.

Evaluation and interpretation of issues and material adequate; satisfactory lines of argument developed in accordance with predefined principles, frameworks and criteria, but may be superficial or limited.

Good evaluation and interpretation of issues and material; sound lines of argument developed in accordance with pre-defined principles, frameworks and criteria.

Very good evaluation and interpretation of issues and material; sound lines of argument developed in accordance with pre-defined principles, frameworks and criteria.

Excellent evaluation and interpretation of issues and material; robust lines of argument developed in accordance with pre-defined principles, frameworks and criteria.

Outstanding evaluation and interpretation of issues and material at this level; advanced lines of argument developed in accordance with predefined principles, frameworks and criteria.

Exceptional evaluation and interpretation of issues and material at this level; advanced lines of argument that go beyond the predefined principles, frameworks and criteria at this level.

No evidence of reading. Academic conventions largely ignored.

Almost no evidence of reading. Academic conventions largely ignored.

Evidence of minimal reading. Academic conventions largely ignored.

Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly.

Limited use of relevant material and/or the inclusion of some irrelevant material. Academic conventions may be used weakly.

Adequate use of basic, relevant sources. Generally satisfactory use of academic conventions, but may be some omissions or minor errors.

Good and accurate use of relevant sources but descriptive. Satisfactory use of academic conventions.

Very good use of relevant sources; accurate use of academic conventions.

Excellent use of relevant sources; accurate use of academic conventions.

Outstanding use of a range of relevant sources; accurate use of academic conventions.

Exceptional use of a range of relevant sources; accurate and confident use of academic conventions.

Bare or no grasp of the communication skills appropriate to this level of study.

Very little grasp of the communication skills appropriate to this level of study.

Slight grasp of the communication skills appropriate to this level of study.

Some grasp of the communication skills appropriate to this level of study.

Skeletal but unsatisfactory grasp of the communication skills appropriate to this level of study.

Generally accurate and reliable communication appropriate to the level of study, task, audience and discipline but with evident weaknesses.

Effective communication appropriate to the level of study, task, audience and discipline.

Very effective communication appropriate to the level of study, task, audience and discipline.

Highly effective communication appropriate to the level of study, task, audience and discipline.

Extremely effective communication appropriate to the level of study, task, audience and discipline.

Exceptionally effective communication appropriate to the level of study, task, audience and discipline.

Generic Assessment Criteria Level 4

Knowledge, understanding and application

Analysis and argument

Use of appropriate literature

Communication skills

0-9%

10-19%

20-29%

30-34%

35-39%

40-49%

50-59%

60-69%

70-79%

80-89%

90-100%

No answer offered; or an answer which is totally irrelevant or fundamentally wrong.

Shows some evidence of having benefited from the course.

An attempt to answer the question, but without much understanding of the underlying concepts and principles. Minimal application of knowledge.

May be gross misconceptions which nevertheless show some evidence of an elementary grasp of some underlying concepts and principles. Little application of knowledge.

Unsatisfactory, but shows a limited grasp of some underlying concepts and principles. Some, but unsatisfactory, application of knowledge.

Knowledge and understanding of underlying concepts and principles satisfactory. Some elements missing and flaws evident. Adequate application of knowledge.

Sound, routine knowledge and understanding of underlying concepts and principles. Some flaws may be evident. Good application of knowledge at this level.

Very good knowledge and understanding of underlying concepts and principles. Very good application of knowledge at this level.

Excellent knowledge and understanding of underlying concepts and principles. Some awareness of the limitations of knowledge. Excellent application of knowledge at this level.

Detailed knowledge and understanding of underlying concepts and principles. Awareness of the limitations of knowledge. Outstanding application of knowledge at this level.

Highly-detailed knowledge and understanding of underlying concepts and principles. Awareness of the ambiguities and limitations of knowledge. Exceptional application of knowledge for this level.

Absence of evaluation and interpretation of issues and material; or no answer offered.

Brief, irrelevant or deficient evaluation and interpretation of issues and material; unsubstantiated generalisations. Little or no attempt to draw conclusions.

Minimal evaluation and interpretation of issues and material; often illogical, irrelevant, contradictory or unsupported by evidence.

Little evaluation and interpretation of issues and material; illogical, irrelevant, contradictory or unsupported by evidence.

Evaluation and interpretation of issues and material may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence.

Evaluation and interpretation of issues and material adequate; satisfactory lines of argument and sound judgements developed in accordance with basic theories and concepts of the subject, but may be superficial or limited.

Good evaluation and interpretation of issues and material; sound lines of argument and judgements developed in accordance with basic theories and concepts of the subject.

Very good evaluation and interpretation of issues and material; sound lines of argument and judgements developed in accordance with the theories and concepts of the subject.

Excellent evaluation and interpretation of issues and material; robust lines of argument and judgements developed in accordance with the theories and concepts of the subject.

Outstanding evaluation and interpretation of issues and material at this level; very robust lines of argument and judgements developed in accordance with the theories and concepts of the subject.

Outstanding evaluation and interpretation of issues and material at this level; extremely robust lines of argument and judgements developed in accordance with the theories and concepts of the subject.

No evidence of reading. Academic conventions largely ignored.

Almost no evidence of reading. Academic conventions largely ignored.

Evidence of minimal reading. Academic conventions largely ignored.

Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly.

Limited use of relevant material and/or the inclusion of some irrelevant material. Academic conventions may be used weakly.

Adequate use of basic, relevant sources. Generally satisfactory use of academic conventions, but may be some omissions or minor errors.

Good and accurate use of literature beyond core texts but descriptive. Satisfactory use of academic conventions.

Very good use of relevant sources; accurate use of academic conventions.

Excellent use of a range of relevant sources; accurate use of academic conventions.

Outstanding use of a range of highly relevant sources; accurate use of academic conventions.

Exceptional use of a range of highly relevant sources; accurate and confident use of academic conventions.

Bare or no grasp of the communication skills appropriate to this level of study.

Very little grasp of the communication skills appropriate to this level of study.

Slight grasp of the communication skills appropriate to this level of study.

Some grasp of the communication skills appropriate to this level of study.

Skeletal but unsatisfactory grasp of the communication skills appropriate to this level of study.

Generally accurate and reliable communication appropriate to the level of study, task, audience and discipline but with evident weaknesses.

Effective communication appropriate to the level of study, task, audience and discipline.

Very effective communication appropriate to the level of study, task, audience and discipline.

Highly effective communication appropriate to the level of study, task, audience and discipline.

Extremely effective communication appropriate to the level of study, task, audience and discipline.

Exceptionally effective communication appropriate to the level of study, task, audience and discipline.

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Generic Assessment Criteria Level 5

Knowledge, understanding and application

Analysis and argument

Use of appropriate literature

0-9%

10-19%

20-29%

30-34%

35-39%

40-49%

50-59%

60-69%

70-79%

80-89%

90-100%

No answer offered; or an answer which is totally irrelevant or fundamentally wrong.

Shows some evidence of having benefited from the course.

An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge.

May be gross misconceptions which nevertheless show some evidence of an elementary grasp of issues. Little application of knowledge.

Unsatisfactory, but shows a limited grasp of some relevant issues. Some, but unsatisfactory, application of knowledge.

Satisfactory knowledge and understanding of the well-established principles in the field and the ways in which those principles have developed. Adequate application of concepts and principles.

Broad knowledge and understanding of the well-established principles in the field and the ways in which those principles have developed. Good application of concepts and principles outside the context in which they were first studied.

Very good knowledge and understanding of the well-established principles in the field and the ways in which those principles have developed. Very good application of concepts and principles outside the context in which they were first studied.

Excellent knowledge and understanding of the well-established principles in the field, the ways in which those principles have developed and the limits of knowledge. Excellent application of concepts and principles outside the context in which they were first studied.

An exceptional answer demonstrating a highlydetailed knowledge and understanding of the wellestablished principles in the field, the ways in which those principles have developed and the limits of knowledge. Exceptional application of knowledge.

Absence of analysis and argument; or no answer offered.

Brief, irrelevant or deficient argument and analysis; unsubstantiated generalisations. Little or no attempt to draw conclusions.

Minimal argument and analysis; often illogical, irrelevant, contradictory or unsupported by evidence.

Little argument and analysis; illogical, irrelevant, contradictory or unsupported by evidence.

Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence.

Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited.

Good analysis and argument, well supported by evidence.

A very good analysis and well-organised argument, very well supported by evidence.

Excellent analysis and strong and wellorganised argument, competent marshalling of evidence.

An outstanding answer demonstrating a detailed knowledge and understanding of the well-established principles in the field, the ways in which those principles have developed and the limits of knowledge. Outstanding application of knowledge. Outstanding analysis and strong, wellorganised argument and highly competent marshalling of evidence.

No evidence of reading. Academic conventions largely ignored.

Almost no evidence of reading. Academic conventions largely ignored.

Evidence of minimal reading. Academic conventions largely ignored.

Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly.

Limited use of relevant material and/or the inclusion of some irrelevant material. Academic conventions may be used weakly.

Adequate use of relevant sources. Generally satisfactory use of academic conventions, but may be some omissions or minor errors.

Good use range of relevant sources. Satisfactory use of academic conventions.

Very good use of a range of relevant sources; accurate use of academic conventions.

Excellent use of a range of relevant sources; accurate use of academic conventions.

Outstanding use of a wide range of highly relevant sources; accurate use of academic conventions.

Exceptional use of a wide range of highly relevant sources; accurate and confident use of academic conventions.

Bare or no grasp of

Very little grasp of the communication skills appropriate to this level of study.

Slight grasp of the communication skills appropriate to this level of study.

Some grasp of the communication skills appropriate to this level of study.

Skeletal but unsatisfactory grasp of the communication skills appropriate to this level of study.

Generally satisfactory communication appropriate to the level of study, task, audience and discipline but with evident weaknesses.

Effective communication appropriate to the level of study, task, audience and discipline.

Very effective communication appropriate to the level of study, task, audience and discipline.

Highly effective communication appropriate to the level of study, task, audience and discipline.

Extremely effective communication appropriate to the level of study, task, audience and discipline.

Exceptionally effective communication appropriate to the level of study task, audience and discipline.

Communication the communication skills appropriate to skills this level of study.

Exceptional analysis based upon rigorous argument and an impressive marshalling of evidence.

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Generic Assessment Criteria Level 6

Knowledge, understanding and application

Analysis and argument

Use of appropriate literature

Communication skills

0-9%

10-19%

20-29%

30-34%

35-39%

40-49%

50-59%

60-69%

70-79%

80-89%

90-100%

No answer offered; or an answer which is totally irrelevant or fundamentally wrong.

Shows some evidence of having benefited from the course.

An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge.

May be gross misconceptions which nevertheless show some evidence of an elementary grasp of issues. Little application of knowledge.

Unsatisfactory, but shows a limited grasp of some relevant issues. Some, but unsatisfactory, application of knowledge.

Satisfactory knowledge and understanding of the key issues raised by the question; coherent knowledge and understanding of its inter-relationship with other fields of study. Adequate application of knowledge.

Systemic knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study. May contain minor errors and/or discussion of irrelevant issues. Good application of knowledge.

Very good knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study. Very good application of knowledge.

Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; clear awareness of the limits of knowledge. Excellent application of knowledge.

An outstanding answer demonstrating a detailed understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; awareness of the uncertainty, ambiguity and limits of knowledge. Outstanding application of knowledge.

An exceptional answer demonstrating a highlydetailed understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; clear appreciation of the uncertainty, ambiguity and limits of knowledge. Original, creative and extensive application of knowledge.

Absence of analysis and argument; or no answer offered.

Brief, irrelevant or deficient argument and analysis; unsubstantiated generalisations. Little or no attempt to draw conclusions.

Minimal argument and analysis; often illogical, irrelevant, contradictory or unsupported by evidence.

Little argument and analysis; illogical, irrelevant, contradictory or unsupported by evidence.

Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence.

Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited.

Good analysis and argument, well supported by evidence.

A very good analysis and well-organised argument, very well supported by evidence.

Excellent analysis displaying independent thought and strong and wellorganised argument, competent marshalling of evidence.

Outstanding analysis displaying independent thought and strong, wellorganised argument and highly competent marshalling of evidence.

Original, independent thinking informs an exceptional answer based upon rigorous argument and an impressive marshalling of evidence.

No evidence of reading. Academic conventions largely ignored.

Almost no evidence of reading. Academic conventions largely ignored.

Evidence of minimal reading. Academic conventions largely ignored.

Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly.

Limited use of relevant material and/or the inclusion of some irrelevant material. Academic conventions may be used weakly.

Adequate use of a range of relevant, current sources. Generally satisfactory use of academic conventions, but may be some omissions or minor errors.

Good use range of relevant sources. Satisfactory use of academic conventions.

Very good use of a range of relevant sources; accurate use of academic conventions.

Excellent use of a wide range of relevant sources; accurate use of academic conventions.

Outstanding use of a wide range of highly relevant sources; accurate use of academic conventions.

Exceptional use of a wide range of highly relevant source material at the forefront of the discipline; accurate and confident use of academic conventions.

Bare or no grasp of the communication skills appropriate to this level of study.

Very little grasp of the communication skills appropriate to this level of study.

Slight grasp of communication skills appropriate to this level of study.

Some grasp of communication skills appropriate to this level of study.

Skeletal but unsatisfactory grasp of the communication skills appropriate to this level of study.

Generally satisfactory communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses.

Effective communication skills appropriate to the level of study, task, audience and discipline.

Very effective communication skills appropriate to the level of study, task, audience and discipline.

Highly effective communication skills appropriate to the level of study, task, audience and discipline

Extremely effective communication skills appropriate to the level of study, task, audience and discipline.

Exceptionally effective communication skills appropriate to the level of study, task, audience and discipline.

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Generic Assessment Criteria Level 7 0-9%

10-19%

20-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-89%

90-100%

Knowledge, understanding and application

No work offered; or work that is totally irrelevant to the question or task set, or fundamentally wrong.

Work that shows fragmentary evidence of familiarity with course material or awareness of the subject or practice. Very little/no ability to connect subject knowledge to appropriate contexts.

An attempt to answer the question or complete the task, but with little grasp of course material or awareness of the subject or practice. Little ability to connect subject knowledge to appropriate contexts.

Unsatisfactory work, showing very limited grasp of some relevant issues and necessary material and/or skills, or with major errors, omissions or misconceptions, and with very limited awareness of the subject or practice.

Unsatisfactory work showing only limited grasp of some of the issues, poorly conceived and poorly directed to the question or task set, or with serious errors or omissions and limited awareness of the subject or practice. Work addresses only some of the outcomes and issues raised by the question, limited use of relevant material, or, weak appreciation of the subject or practice. Shows some awareness and understanding of the empirical or theoretical issues, but with little development.

Good work showing satisfactory grasp of main issues, sufficient awareness of the subject or practice. Shows a reasonable understanding of the major empirical and/or theoretical issues involved.

Very good work demonstrating good understanding of issues, including some complex Issues. Able to describe and examine a range of principles, much of which is at the forefront of the subject or practice.

Excellent work demonstrating a very good level of understanding of complex issues and methodologies at the forefront of the subject or practice.

Outstanding work demonstrating an excellent level of understanding of complex issues and methodologies at the forefront of the subject or practice.

Exceptional work showing an excellent understanding of complex issues and methodologies at the forefront of the subject or practice

Analysis and argument

No work offered; or work that is totally irrelevant to the question or task set, or fundamentally wrong.

Unable to distinguish between assertion and argument. Fails to address question posed and/or opinions expressed purely on a subjective basis.

Struggles to distinguish between assertion and argument. Little attempt to address question posed and/or opinions expressed purely on a subjective basis. Synthesis, analysis or evaluation of information is deficient.

Insufficient attempt to identify argument with irrelevant/unrelated material or arguments included. Inadequate attention to structure and organisation.

Shows some evidence of planning, although irrelevant/unrelated material or arguments are included. Inadequate attention to structure and organisation. Shows limited or no critical judgement in analysing issues or presenting ideas. Limited attempt to connect aspects of subject knowledge

Argument identified and some analysis of key issues, but with limited critical judgement. Ability to begin to connect aspects of subject knowledge and, where appropriate their application.

A good and well organised argument and evaluation with the ability to critically evaluate competing arguments.

The work displays independent critical thought and a strong, organised argument and is able to reflect on the limitations of theory and/or research.

The work displays independent critical thought, is strong and sophisticated, with well organised argument. Explores at the boundaries of existing knowledge and is able to reflect on the limitations of theory and/or research.

The work shows exceptional evidence of original independent critical thinking and is based upon a sophisticated and rigorous argument. Explores at, and at times, beyond the boundaries of existing knowledge and is able to reflect on the limitations of theory and/or research.

Use of appropriate literature

No evidence of reading. Views are wholly unsupported and nonauthoritative. Academic conventions largely are ignored.

No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely are ignored.

Little or no evidence of reading. Views are unsupported and nonauthoritative. Academic conventions largely are ignored.

Evidence of little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly.

Familiarity with a proportion of the basic reading but with errors and/or omissions of essential material. Limited use of examples and some views unsubstantiated. Academic conventions may be used weakly.

Sufficient familiarity with a proportion of the basic reading but with minor errors and/or omissions of essential material. Generally satisfactory use of academic conventions, but may be some omissions or minor errors.

Accurately supported by an appropriate range of sources including primary sources and current research. Satisfactory use of academic conventions.

Accurately supported by evidence derived from a wide range of source material including primary sources and current research. Materials are evaluated and their assumptions appraised and/or arguments challenged. Accurate use of academic conventions.

Communication skills

Extremely limited ability to communicate in speech and/or writing. Extremely limited or no use of specialist vocabulary. Demonstrates difficulties in communicating simple ideas. Extremely poor presentational skills.

Very limited ability to communicate in speech and/or writing. Very limited or no use of specialist vocabulary. Demonstrates difficulties in communicating simple ideas. Very poor presentational skills.

Limited ability to communicate effectively in speech and/or writing. Limited or no use of specialist vocabulary. Demonstrates difficulties in communicating simple ideas. Very poor presentational skills.

Limited ability to communicate effectively in speech and/or writing. Limited use of specialist vocabulary. Demonstrates difficulties in communicating simple ideas. Poor presentational skills.

Basic presentation skills but with significant deficiencies. Simplistic expression. Satisfactory communication skills but with some lapses in expression.

Good communication skills and generally coherent.

Very good communication skills. Organised, logical and coherent presentation.

Excellent communication skills. Demonstrates the ability to interpret and/or present concepts and/or data in a critical and constructive way.

Accurately supported by evidence derived from a wide range of source material including primary sources and current research. Materials are evaluated very skilfully and their assumptions appraised and/or arguments challenged. Accurate use of academic conventions. Excellent communication skills. Demonstrates the ability to interpret and/or present concepts and/or data in a variety of forms in a very critical and constructive way.

Accurately supported by evidence derived from a wide range of source material including primary sources and current research. Materials are evaluated with utmost skill and their assumptions appraised and/or arguments challenged. Accurate use of academic conventions. Excellent communication skills. Demonstrates the ability to interpret and/or present concepts and/or data in a variety of forms in an extremely critical and constructive way.

06/06/2013 15:39:[email protected]