ESSAY MARKING
Tutors mark according to standardised essay-marking criteria: these are set out below so
that you can see what is looked for in essay writing at university level. The coursework
appraisal sheet records the overall summary mark and written comments on the relative
strengths and weaknesses of your essay and suggestions for improvement which tutors will
also discuss with you. Make good use of this feedback to improve your next essay.
GRADE DESCRIPTORS FOR PART I ESSAYS
Result
Pass
Pass
Pass
Broad
Descriptor
Excellent
Good
Satisfactory
Grade
A+
Aggregation
Score
24
Primary verbal descriptors for attainment of intended
Learning Outcomes
As below with particular strength (for instance unusually wide
reading or strength of argument plus some originality).
A
21
Exemplary range and depth of attainment of intended learning
outcomes, secured by discriminating command of a
comprehensive range of relevant materials and analyses, and
by deployment of considered judgement relating to key issues,
concepts and procedures Shows evidence of very wide
reading, strong argument, clear understanding and possibly
some originality. Clearly expressed and very well focused on
the question.
A–
18
As above with some weakness (for instance although reading
extensive and argument strong some points are missed).
B+
17
As below with particular strength (for instance wider reading
or stronger argument than expected for this attainment
level, but with flaws elsewhere).
B
16
Conclusive attainment of virtually all intended learning
outcomes, clearly grounded on a close familiarity with a wide
range of supporting evidence, constructively utilised to reveal
appreciable depth of understanding. Answers the question
and shows evidence of significant reading and understanding
that goes beyond lectures. Has a clear and well-formulated
argument. Mostly well written.
B-
15
C+
14
As above with some weakness (for instance despite good
knowledge and understanding argument or written style
may be weak).
As below with particular strength (for instance may have
some reading but let down by some less relevant content or
weak understanding).
C
13
Clear attainment of most of the intended learning outcomes,
some more securely grasped than others, resting on a
circumscribed range of evidence and displaying a variable
depth of understanding. Answers the question but argument
and understanding based on limited reading. Ideas and much
evidence derived from lectures and core texts. Basically
accurate but with some small errors. Satisfactorily written.
C–
12
As above with some weakness (for instance although shows
basic understanding much is missed and written style weak)
1
Pass
Weak
D+
11
As below with particular strength (for instance has quite a
strong argument but lacks evidence to support it). Minimum
level to proceed to major at Part 2.
D
10
Acceptable attainment of intended learning outcomes,
displaying a qualified familiarity with a minimally sufficient
range of relevant materials, and a grasp of the analytical
issues and concepts which is generally reasonable, albeit
insecure. Attempts to answer the question but only most
basic understanding and some errors. Limited reading or
reading not relevant to the topic. Poorly written.
D–
9
As above with some weakness (for instance very poorly
written).
Attainment deficient in respect of specific intended learning
outcomes, with mixed evidence as to the depth of knowledge
and weak deployment of arguments or deficient
manipulations. Fails to answer the question directly, lacks
relevant material and reading, but not completely missing
the point. Some evidence of effort or commonsense
approach to the question. Poorly written.
Attainment of intended learning outcomes appreciably
deficient in critical respects, lacking secure basis in relevant
factual and analytical dimensions. Fails to answer the
question directly and contains significant errors. No relevant
reading. Some commonsense material. Poorly written.
Attainment of intended learning outcomes appreciably
deficient in respect of nearly all intended learning outcomes,
with irrelevant use of materials and incomplete and flawed
explanation. Fails to answer the question with serious errors
and misconceptions. Attempts an answer but little of
relevance even at the most basic level. Very poorly written.
No convincing evidence of attainment of any intended
learning outcomes, such treatment of the subject as is in
evidence being directionless and fragmentary. Either a very
short notional answer or completely irrelevant. No evidence
of engagement with the question.
Fail
Marginal
fail
F1
7
Fail
Fail
F2
4
Fail
Poor fail
F3
2
Fail
Very
fail
F4
0
poor
2
GRADE DESCRIPTORS FOR QUANTITATIVE ASSESSMENTS (exam, practical or other)
Result
Pass
Pass
Pass
Pass
Broad
Descriptor
Excellent
Good
Satisfactory
Weak
Grade
A+
Aggregation
Score
24
Primary verbal descriptors for attainment of intended
Learning Outcomes
As below with particular strength (for instance perfect factual
accuracy and unusually original interpretation).
A
21
Exemplary range and depth of attainment of intended
learning outcomes, secured by discriminating command of a
comprehensive range of relevant materials and analyses, and
by deployment of considered judgement relating to key
issues, concepts and procedures. Factually accurate, clear
evidence of working (where relevant), insightful
interpretation, very clear presentation. For Part 2 work the
interpretation should be well grounded in the literature.
A–
18
B+
17
As above with some weakness (for instance although
complete and accurate the answer may be less clearly
presented or solution may be slightly inelegant).
As below with particular strength (for instance perfect factual
accuracy but let down by weaker interpretation).
B
16
Conclusive attainment of virtually all intended learning
outcomes, clearly grounded on a close familiarity with a wide
range of supporting evidence, constructively utilised to reveal
appreciable depth of understanding. A high level of factual
accuracy (but may be some small errors), clear and sensible
interpretation and clear presentation.
B–
15
C+
14
As above with some weakness (for instance factual accuracy
may be good but interpretation and presentation have some
flaws).
As below with particular strength (for instance good
interpretation but let down by factual errors).
Clear attainment of most of the intended learning outcomes,
some more securely grasped than others, resting on a
circumscribed range of evidence and displaying a variable
depth of understanding. Mostly accurate but with some
errors of method and outcome. Interpretation may be brief
or simplistic and presentation not always clear.
C
13
C–
12
D+
11
D
10
Acceptable attainment of intended learning outcomes,
displaying a qualified familiarity with a minimally sufficient
range of relevant materials, and a grasp of the analytical
issues and concepts which is generally reasonable, albeit
insecure. Shows some understanding of task but contains
significant factual errors and only limited interpretation
which may have some flaws.
D–
9
As above with some weakness (for instance particularly
poorly set out or interpreted).
As above with some weakness (for instance although
basically accurate makes little attempt to interpret material).
As below with particular strength (for instance reasonable
accuracy but very poor interpretation and presentation).
3
Fail
Marginal
fail
F1
7
Attainment deficient in respect of specific intended learning
outcomes, with mixed evidence as to the depth of knowledge
and weak deployment of arguments or deficient
manipulations. Serious errors of fact or interpretation. Does
not fully grasp what the task requires but does attempt an
answer. Poorly presented.
Fail
Fail
F2
4
Fail
Poor fail
F3
2
Fail
Very
fail
F4
0
Attainment of intended learning outcomes appreciably
deficient in critical respects, lacking secure basis in relevant
factual and analytical dimensions. Fails to grasp nature of the
task, serious factual errors and errors of interpretation. May
be very poorly presented.
Attainment of intended learning outcomes appreciably
deficient in respect of nearly all intended learning outcomes,
with irrelevant use of materials and incomplete and flawed
explanation. Very little of the material is correct or relevant,
may be unfinished, but shows some general appreciation of
what the question is about.
No convincing evidence of attainment of any intended
learning outcomes, such treatment of the subject as is in
evidence being directionless and fragmentary.
Totally
factually wrong, very short lacking key elements, fails to
grasp even the most basic concepts.
poor
GRADE DESCRIPTORS FOR PART I EXAMINATIONS
Result
Broad
Descriptor
Grade
Aggregation
Score
Primary verbal descriptors for attainment of intended Learning
Outcomes
Pass
Excellent
A+
24
As below with particular strength (for instance unusually wide reading,
strength of argument or originality).
A
21
Exemplary range and depth of attainment of intended learning
outcomes, secured by discriminating command of a comprehensive range
of relevant materials and analyses, and by deployment of considered
judgement relating to key issues, concepts and procedures. Shows
evidence of wide reading, strong argument, and clear understanding.
Clearly expressed and very well focused on the question.
A–
18
As above with some weakness (for instance although reading extensive
some points are missed).
B+
17
As below with particular strength (for instance wider reading or stronger
argument than expected for this attainment level, but with flaws
elsewhere).
B
16
Conclusive attainment of virtually all intended learning outcomes, clearly
grounded on a close familiarity with a wide range of supporting evidence,
constructively utilised to reveal appreciable depth of understanding.
Answers the question and shows evidence of either wide reading and
understanding, or of particularly strong argument that goes beyond
lectures. Mostly well written.
B–
15
As above with some weakness (for instance despite good knowledge
and understanding written style may be weak).
Pass
Good
4
Pass
Pass
Satisfactory
Weak
C+
14
As below with particular strength (for instance may have some reading
but let down by some less relevant content or weak understanding).
C
13
Clear attainment of most of the intended learning outcomes, some more
securely grasped than others, resting on a circumscribed range of
evidence and displaying a variable depth of understanding. Answers the
question but argument and understanding based on lecture material.
Little evidence of reading beyond lectures and core texts. Basically
accurate but with some small errors. Satisfactorily written.
C–
12
As above with some weakness (for instance although shows basic
understanding much is missed and written style weak).
D+
11
As below with particular strength (for instance has quite a strong
argument but lacks evidence to support it). Minimum attainment level
to proceed to major in Part 2.
D
10
Acceptable attainment of intended learning outcomes, displaying a
qualified familiarity with a minimally sufficient range of relevant
materials, and a grasp of the analytical issues and concepts which is
generally reasonable, albeit insecure. Attempts to answer the question
but only limited understanding and significant errors. Little reading or
reading not relevant to the topic. Poorly written.
D–
9
AS above with some weakness (for instance very poorly written).
Fail
Marginal fail
F1
7
Attainment deficient in respect of specific intended learning outcomes,
with mixed evidence as to the depth of knowledge and weak deployment
of arguments or deficient manipulations. Fails to answer the question
directly, lacks relevant material and reading, but not completely missing
the point. Some evidence of effort or commonsense approach to the
question. Poorly written.
Fail
Fail
F2
4
Attainment of intended learning outcomes appreciably deficient in
critical respects, lacking secure basis in relevant factual and analytical
dimensions. Fails to answer the question directly and contains
significant errors. No relevant reading. Some commonsense material.
Poorly written.
Fail
Poor fail
F3
2
Attainment of intended learning outcomes appreciably deficient in
respect of nearly all intended learning outcomes, with irrelevant use of
materials and incomplete and flawed explanation. Fails to answer the
question with serious errors and misconceptions. Attempts an answer
but little of relevance even at the most basic level. Very poorly written.
Fail
Very
fail
F4
0
No convincing evidence of attainment of any intended learning
outcomes, such treatment of the subject as is in evidence being
directionless and fragmentary. Either a very short notional answer or
completely irrelevant. No evidence of engagement with the question.
poor
5
6