Marking scheme
Essays, exercises and examinations are marked on a 100-point scale:
Assessment Criteria
CLASS I
90-100%
80-89%
70-79%
CLASS II:1
65-69%
CLASS II:2
60-64%
55-59%
50-54%
CLASS III
45-49%
40-44%
FAIL
35-38%
FAIL
30-34%
20-29%
10-19%
0-9%
Outstanding work/answer showing an excellent understanding of
the issues and methodologies; original, independent thinking
informs work based upon rigorous argument and accurately
supported by evidence derived from a wide range of source
material; could not be bettered at undergraduate level in the time
available.
Work/answer demonstrating an excellent level of understanding
of the issues and methodologies; the work displays independent
thought, and strong and well-organised argument, using a wide
range of sources.
First-class work showing most but not necessarily all of the
above.
Work/answer demonstrating very good understanding of the
issues, with very good critical judgement, and with good and
well-organised argument accurately supported by a standard
range of sources.
As above, with some shortcomings but no fundamental errors.
Work/answer which shows a satisfactory grasp of the main
issues, familiarity with the basic reading, some minor errors and
omissions of essential material. Faithful reproduction of material
without any significant critical judgement.
As above, with a larger number of errors and/or the inclusion of
some irrelevant material, reflecting limited reading. There may be
a tendency to lapse into narrative or purely descriptive passages.
Work/answer which shows minimal understanding of some of the
issues raised by the question/topic, but with substantial omissions
or irrelevant material, and limited use of relevant material.
Work/answer showing barely adequate and limited grasp of some
of the issues, poorly conceived and poorly directed to the
question/topic set.
Unsatisfactory, but will show skeletal grasp of some relevant
issues and necessary material and/or skills.
Shows some evidence of grasp of material/skills, though not
applied appropriately or where relevant; there may be gross
misconceptions which nevertheless show some evidence of an
elementary grasp of issues.
An attempt to answer the question, but without any significant
grasp of material or appropriate skills.
Shows some evidence of having benefited from the course.
No answer offered; or an answer which is totally irrelevant,
fundamentally wrong, or plagiarised.
It may be useful to keep this table in front of you as you plan your essays.
The University’s Code of Practice on Assessment can be found at
http://www.keele.ac.uk/paa/academicadministration/assessment/codeofpracticeonassessme
nt/.