Fail: (Below 50%) Work not of acceptable standard. 

Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

Pass: (50%-64%) Work of acceptable standard. 

Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation. 

Credit: (65%-74%) Highly competent work demonstrating potential for higher study. 

Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually. 

Distinction: (75%-84%) Work of superior standard. 

Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style. 

High Distinction: (85%-100%) Work of exceptional standard. 

Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision. 

Content 

Shows evidence of broad research, taking into account a variety of sources

Clear argument, supported by relevant reasons and evidence


Shows evidence of critical thinking about the topic, including: 

• Considers alternative views 

• Where appropriate, questions assumptions implicit in the literature 

• Draws meaningful connections between facts and / or concepts 


Uses terminology accurately and appropriately 


Presentation

Is clearly expressed


Is interesting and engages other students 


Makes appropriate use of examples and presentation methods relevant to the material presented (e.g. presentation software, handouts, recordings where relevant) 


Covers the topic effectively in the available time