INTERPRETATION OF GRADES

This Guide indicates broadly the qualitative judgments implied by the various grades which may be awarded. These should be read in conjunction with the instructions and criteria for each task.

85%+ (High Distinction)

• a deep understanding of material; nuanced analysis of focal texts or issues;
• clearly presents a novel, critically supported argument;
• indicates awareness of complexities and qualifications in argumentation;
• demonstrates careful thought about an argument’s critical or historical context;
• provides evidence of wide-ranging scholarly reading;
• is properly referenced and well-presented.

The writing is characterized by creativity, clarity, and independent insight. A HD is distinguished from a D by an awareness of subtleties, nuances, and qualifications.

75-84% (Distinction)

• an intelligent understanding of material; analyses issues appositely;
• presents a well-argued, coherent case;
• careful thought about an argument’s critical or historical context;
• provides evidence of reading beyond what is strictly required for the task;
• is properly referenced and well presented.

The writing is characterized by clarity and independent insight. A D is distinguished from a C by theoretical understanding and a range of intellectual enquiry.

65-74% (Credit)

• evidence of independent reading and thinking about issues and their contexts;
• clear understanding of relevant critical considerations and conceptual issues raised by a unit of study;
• quotes and summarises to support analysis;
• attempts a critical or theoretical argument;
• is clearly and effectively written and adequately referenced.

A C is distinguished from a P by independent discussion, clarity of writing and an attempt at critical argument.

50-64% (Pass)

• evidence of having read and thought about relevant texts or issues;
• there may be errors, tangents, or a lack of clarity about the argument;
• some critical analysis, often overshadowed by summary or paraphrase;
• quotation for illustrative purposes only;
• may present simplistic comment or unsubstantiated assertions;
• is adequately expressed though there may be some weaknesses in this area;
• may contain some referencing errors.

Below 50% (Fail)

Work may fail for any of the following reasons:

• no evidence of having read course material or assessment instruction closely;
• sloppy, inconsistent presentation; quotation without analysis; overuse of summary and paraphrase; excessive generality in answering a question;
• inappropriate expression; writing style that is difficult to understand; incoherent general structure; inadequate referencing;
• late submission of work without extension.