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/.