Quality Handbook
Generic Assessment Criteria
Foundation Degree
Undergraduate Bachelor’s Degree
Taught Postgraduate
Assessment Criteria at the level of the target award
Please use generic assessment criteria where there are no subject specific criteria.
Relevant subject specific assessment criteria can only be used where they have been approved at
QMSC.
Version 5
May 2017
Page 1 of 7
Generic Assessment Criteria – Foundation Degree
08/5/5.5
These should be interpreted according to the level at which you are working
Grade
86 –
100%
76-85%
70 –
75%
Pass
60 –
69%
50 –
59%
40 –
49%
Version 5
QAB/07-
Categories
Relevance
Knowledge
Analysis
Argument and Structure Critical Evaluation
Presentation
Reference to Literature
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is
expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument,
interpretation or discourse.
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected
that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,
interpretation or discourse.
Directly relevant to A substantial
Good analysis,
Generally coherent and
May contain some
Well written, with
Critical appraisal of up-tothe requirements
knowledge of
clear and orderly, logically structured, using
distinctive or
standard spelling
date and/or appropriate
of the assessment relevant material,
with consistent
an appropriate mode of
independent thinking; and grammar, in a
literature. Recognition of
showing a clear
links from
argument and/or
may begin to
readable style with
different perspectives.
grasp of themes,
analysis to
theoretical mode(s)
formulate an
acceptable format
Very good use of source
questions and
solutions of
independent position
material. Uses a range of
issues therein
problems in a
in relation to theory
sources
work context.
and the application of
practice in a work
context.
Some attempt to
Adequate
Some analytical
Some attempt to construct Sound work which
Competently
Uses a variety of literature
address the
knowledge of a fair
treatment, but
a coherent argument, but
expresses a coherent written, with only
which includes some
requirements of
range of relevant
may be prone to
may suffer loss of focus
position and
minor lapses from
recent texts and/or
the assessment:
material, with
description, or to
and consistency, with
evaluates
standard grammar,
appropriate literature,
may drift away
intermittent
narrative, which
issues at stake stated only appropriateness of
with acceptable
though not necessarily
from this in less
evidence of an
lacks clear
vaguely, or theoretical
approaches to
format
including a substantive
focused passages
appreciation of its
analytical
mode(s) couched in
problem-solving in a
amount beyond library
significance
purpose, and
simplistic terms
work context only in
texts. Competent use of
which does not
broad terms and in
source material.
consistently link
uncritical conformity
analysis to
to one or more
solutions of
standard views of the
problems in a
topic
work-based
context.
Some correlation
Basic
Largely
A basic argument is
Some evidence of a
A simple basic style Some up-to-date and/or
with the
understanding of
descriptive or
evident, but mainly
view and a very basic but with significant
appropriate literature
requirements of
the subject but
narrative, with
supported by assertion
evaluation of the
deficiencies in
used. Goes beyond the
the assessment
addressing a
little evidence of
and there may be a lack
appropriateness of
expression or
material tutor has
but there are
limited range of
analysis which
of clarity and coherence
approaches to
format that may
provided. Limited use of
instances of
material
links to solutions
problem-solving in a
pose obstacles for
sources to support a point.
irrelevance
of problems in a
work context starting
the reader
work-based
to be formed but
May 2017
Page 2 of 7
Fail
35 –
39%
30 –
34%
15-29%
context.
mainly derivative.
Heavy
Little evidence of coherent Almost wholly
Numerous
Barely adequate use of
dependence on
argument: lacks
derivative: the writer’s deficiencies in
literature. Over reliance
description,
development and may be
contribution rarely
expression and
on
material provided by the
and/or on
repetitive or thin
goes beyond
presentation; the
tutor.
paraphrase, is
simplifying
writer may achieve
common, poor
paraphrase and does
clarity (if at all) only
evidence of
not adequately
by using a
linking analysis
evaluate the
simplistic or
to proposed
appropriateness of
repetitious style
solutions of
different approaches
problems in a
to solving problems in
work-based
a work context.
context.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied - For Compensation consideration.
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
Relevance to the
requirements of
the assessment
may be very
intermittent, and
may be reduced to
its vaguest and
least challenging
terms
A limited
understanding of a
narrow range of
material
0-14%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
indicators.
Version 5
May 2017
Page 3 of 7
Generic Assessment Criteria – Undergraduate Bachelor’s degree
These should be interpreted according to the level at which you are working
Grade
86 –
100%
76-85%
70 –
75%
Pass
60 –
69%
50 –
59%
40 –
49%
Fail
35 –
39%
Version 5
Categories
Relevance
Knowledge
Analysis
Argument and Structure Critical Evaluation
Presentation
Reference to Literature
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is
expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument,
interpretation or discourse.
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and
there may be some evidence of originality
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is
expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of
argument, interpretation or discourse.
Directly relevant to A substantial
Good analysis,
Generally coherent and
May contain some
Well written, with
Critical appraisal of up-tothe requirements
knowledge of
clear and orderly
logically structured, using
distinctive or
standard spelling
date and/or appropriate
of the assessment relevant material,
an appropriate mode of
independent thinking; and grammar, in a
literature. Recognition of
showing a clear
argument and/or
may begin to
readable style with
different perspectives.
grasp of themes,
theoretical mode(s)
formulate an
acceptable format
Very good use of source
questions and
independent position
material. Uses a range of
issues therein
in relation to theory
sources
and/or practice.
Some attempt to
Adequate
Some analytical
Some attempt to construct Sound work which
Competently
Uses a variety of literature
address the
knowledge of a fair
treatment, but
a coherent argument, but
expresses a coherent written, with only
which includes some
requirements of
range of relevant
may be prone to
may suffer loss of focus
position only in broad
minor lapses from
recent texts and/or
the assessment:
material, with
description, or to
and consistency, with
terms and in uncritical standard grammar,
appropriate literature,
may drift away
intermittent
narrative, which
issues at stake stated only conformity to one or
with acceptable
though not necessarily
from this in less
evidence of an
lacks clear
vaguely, or theoretical
more standard views
format
including a substantive
focused passages
appreciation of its
analytical
mode(s) couched in
of the topic
amount beyond library
significance
purpose
simplistic terms
texts. Competent use of
source material.
Some correlation
Basic
Largely
A basic argument is
Some evidence of a
A simple basic style Some up-to-date and/or
with the
understanding of
descriptive or
evident, but mainly
view starting to be
but with significant
appropriate literature
requirements of
the subject but
narrative, with
supported by assertion
formed but mainly
deficiencies in
used. Goes beyond the
the assessment
addressing a
little evidence of
and there may be a lack
derivative.
expression or
material tutor has
but there are
limited range of
analysis
of clarity and coherence
format that may
provided. Limited use of
instances of
material
pose obstacles for
sources to support a point.
irrelevance
the reader
Relevance to the
A limited
Heavy
Little evidence of coherent Almost wholly
Numerous
Barely adequate use of
requirements of
understanding of a
dependence on
argument: lacks
derivative: the writer’s deficiencies in
literature. Over reliance
the assessment
narrow range of
description,
development and may be
contribution rarely
expression and
on
material provided by the
may be very
material
and/or on
repetitive or thin
goes beyond
presentation; the
tutor.
intermittent, and
paraphrase, is
simplifying
writer may achieve
may be reduced to
common
paraphrase
clarity (if at all) only
its vaguest and
by using a
least challenging
simplistic or
May 2017
Page 4 of 7
30 –
34%
15-29%
terms
repetitious style
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
0-14%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
indicators.
Version 5
May 2017
Page 5 of 7
Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working
Grade
86 –
100%
76-85%
70 –
75%
Pass
60 –
69%
50 –
59%
40 –
49%
Fail
35 –
39%
Version 5
Categories
Relevance
Knowledge
Analysis
Argument and Structure Critical Evaluation
Presentation
Reference to Literature
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is
expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument,
interpretation or discourse.
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and
some evidence of originality.
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected
that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,
interpretation or discourse.
Directly relevant to A substantial
Comprehensive
Well supported, focussed
Contains distinctive
Well written, with
Critical appraisal of up-tothe requirements
knowledge of
analysis - clear
argument which is clear
or independent
standard spelling
date and/or appropriate
of the assessment relevant material,
and orderly
and logically structured.
thinking; and begins
and grammar, in a
literature. Recognition of
showing a clear
presentation
to formulate an
readable style with
different perspectives.
grasp of themes,
independent position
acceptable format
Very good use of a wide
questions and
in relation to theory
range of sophisticated
issues therein
and/or practice.
source material.
Some attempt to
Adequate
Significant
Generally coherent and
May contain some
Competently
Uses a good variety of
address the
knowledge of a fair
analytical
logically structured, using
distinctive or
written, with only
literature which includes
requirements of
range of relevant
treatment which
an appropriate mode of
independent thinking; minor lapses from
recent texts and/or
the assessment:
material, with
has a clear
argument and/or
may begin to
standard grammar,
appropriate literature,
may drift away
intermittent
purpose
theoretical mode(s)
formulate an
with acceptable
including a substantive
from this in less
evidence of an
independent position
format
amount beyond library
focused passages
appreciation of its
in relation to theory
texts. Competent use of
significance
and/or practice.
source material.
Some correlation
Basic
Some analytical
Some attempt to construct Sound work which
A simple basic style Evidence of use of
with the
understanding of
treatment, but
a coherent argument, but
expresses a coherent but with significant
appropriate literature
requirements of
the subject but
may be prone to
may suffer loss of focus
position only in broad
deficiencies in
which goes beyond that
the assessment
addressing a
description, or to
and consistency, with
terms and in uncritical expression or
referred to by the tutor.
but there are
limited range of
narrative, which
issues at stake stated only conformity to one or
format that may
Frequently only uses a
instances of
material
lacks clear
vaguely, or theoretical
more standard views
pose obstacles for
single source to support a
irrelevance
analytical
mode(s) couched in
of the topic
the reader
point.
purpose
simplistic terms
Relevance to the
A limited
Largely
A basic argument is
Some evidence of a
Numerous
Barely adequate use of
requirements of
understanding of a
descriptive or
evident, but mainly
view starting to be
deficiencies in
literature. Over reliance
the assessment
narrow range of
narrative, with
supported by assertion
formed but mainly
expression and
on
material provided by the
may be very
material
little evidence of
and there may be a lack
derivative.
presentation; the
tutor.
intermittent, and
analysis
of clarity and coherence
writer may achieve
may be reduced to
clarity (if at all) only
its vaguest and
by using a
least challenging
simplistic or
terms
repetitious style
May 2017
Page 6 of 7
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 –
34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%
0-14%
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
indicators.
Version 5
May 2017
Page 7 of 7