Quality Handbook
AQH-F21-3b Calibration of Marks for Postgraduate
Programmes for the University of Sunderland and SEGi
University, Kota Damansara, Malaysia
Version 1.0 August 2013
CALIBRATION OF MARKS
o
University of Sunderland generic assessment criteria showing mapping of grades
for postgraduate programmes
AQH-F21-3b Calibration of Marks for Postgraduate Programmes for the University of Sunderland and SEGi University, Kota
Damansara, Malaysia v1 August 2013
Page 1 of 3
Pass
Mapping of University of Sunderland Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working
UoS
%
Segi
%
86 –
100
%
80100
%
7685
%
7579
%
7075
%
7074
%
6069
%
6569
%
5059
%
6064
%
Relevance
Knowledge
Analysis
Categories
Argument and Structure
Critical
Presentation
Reference to
Evaluation
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 ample 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 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 outstanding 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 outstanding 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 excellent and is evidence of 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 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.
Directly relevant to
A substantial
Comprehensive
Well supported, focussed
Contains
Well written, with
Critical appraisal of
the requirements of
knowledge of
analysis - clear
argument which is clear
distinctive or
standard spelling
up-to-date and/or
the assessment
relevant material,
and orderly
and logically structured.
independent
and grammar, in a appropriate
showing a clear
presentation
thinking; and
readable style
literature.
grasp of themes,
begins to
with acceptable
Recognition of
questions and
formulate an
format
different
issues therein
independent
perspectives. Very
position in relation
good use of a wide
to theory and/or
range of
practice.
sophisticated
source material.
Some attempt to
Adequate
Significant
Generally coherent and
May contain some
Competently
Uses a good variety
address the
knowledge of a fair
analytical
logically structured, using
distinctive or
written, with only
of literature which
requirements of the
range of relevant
treatment which
an appropriate mode of
independent
minor lapses from
includes recent
assessment: may
material, with
has a clear
argument and/or
thinking; may
standard
texts and/or
drift away from this
intermittent
purpose
theoretical mode(s)
begin to formulate
grammar, with
appropriate
in less focused
evidence of an
an independent
acceptable format
literature, including
AQH-F21-3b Calibration of Marks for Postgraduate Programmes for the University of Sunderland and SEGi University, Kota Damansara, Malaysia v1 August 2013
Page 2 of 3
5559
%
3539
%
5054
%
4549
%
3034
%
4044
%
1529
%
014
%
2039
%
019
%
Fail
4049
%
passages
appreciation of its
significance
position in relation
to theory and/or
practice.
Some correlation
with the
requirements of the
assessment but
there are instances
of irrelevance
Basic
understanding of
the subject but
addressing a
limited range of
material
Some analytical
treatment, but
may be prone to
description, or to
narrative, which
lacks clear
analytical
purpose
Some attempt to construct
a coherent argument, but
may suffer loss of focus
and consistency, with
issues at stake stated only
vaguely, or theoretical
mode(s) couched in
simplistic terms
Sound work which
expresses a
coherent position
only in broad
terms and in
uncritical
conformity to one
or more standard
views of the topic
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
Largely
descriptive or
narrative, with
little evidence of
analysis
A basic argument is
evident, but mainly
supported by assertion
and there may be a lack
of clarity and coherence
Some evidence of
a view starting to
be formed but
mainly derivative.
A simple basic
style but with
significant
deficiencies in
expression or
format that may
pose obstacles for
the reader
a substantive
amount beyond
library texts.
Competent use of
source material.
Evidence of use of
appropriate
literature which
goes beyond that
referred to by the
tutor. Frequently
only uses a single
source to support a
point.
Numerous
Barely adequate
deficiencies in
use of literature.
expression and
Over reliance on
presentation; the
material provided by
writer may
the tutor.
achieve clarity (if
at all) only by
using a simplistic
or 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.
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.
AQH-F21-3b Calibration of Marks for Postgraduate Programmes for the University of Sunderland and SEGi University, Kota Damansara, Malaysia v1 August 2013
Page 3 of 3