Undergraduate Marking Criteria Matrix
| Criteria | Level of Achievement Indicators | |||||
|---|---|---|---|---|---|---|
| Fail | Pass | |||||
| F | E | D | C | B | A | |
| 1. Research Systematic identification and investigation of a range of academic and cultural sources |
Little or no information presented | Information presented does not relate sufficiently to the task; there may be evidence of rudimentary research | Adequate information has been gathered and documented from readily available sources applying standard techniques | Information is accurate, appropriately categorised and from a range of sources | Well informed judgements made of the relative value of connected information from a wide range of sources | Extensive independent research, accuracy, familiarity with the material, and sound judgements |
| 2. Analysis Examination and interpretation of resources |
Little or no evidence of examination of source material | Constituent elements may be incorrectly identified; analysis may be attempted but unjustified | Key elements within relevant information are identified, but may lack accurate interpretation | Accurate interpretation of the relationships between constituent elements | Accurate interpretation and evaluation of relationships between elements | Accurate and perhaps personal synthesis and evaluation of elements |
| 3. Subject Knowledge Understanding and application of subject knowledge and underlying principles |
Unable to evidence or articulate basic principles and knowledge related to the subject | Limited knowledge of subject and its development | Evidence of understanding key aspects of the subject context, in current debates and/or historical background. References to some relevant movements/ people | Accurate understanding of subject context. References key movements and people | Accurate extensive understanding of subject context. Evidence of appreciation of the relative significance of movements and people | Contributes to the subject debate by assimilating knowledge into a personal hypothesis (or elements / the beginnings of one) |
| 4. Experimentation Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts |
Little or no engagement with alternative ideas and processes | Unable to identify problems; does not understand the purpose of risk taking or exploration of alternatives | Operates within familiar and well established ideas, processes, media and/or materials; some evidence of exploration | Evidence of exploration of processes, media and materials; may lead to potential directions for future work | Evidence of conceptual risk taking / using own analysis to inform further cycles of inquiry and potential future directions | Unfamiliar conceptual territories may be explored |
| 5. Technical Competence Skills to enable the execution of ideas appropriate to the medium |
Execution demonstrates poor judgement and very limited command of techniques | Uses limited rudimentary processes exercising little judgement | Skills are adequate to communicate ideas; accepted conventions and procedures are usually applied | Skills facilitate communication of ideas; evidence of checking / testing / finishing; conventions and procedures are used consistently and appropriately | Skills facilitate practice and the communication of ideas; full command of conventions and procedures is evident | Idea and technique are unified. Discernment and judgement are evident. Craft skills may have contributed to conceptual advances |
| 6. Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of diverse audiences |
Ineffective use of visual/ oral/ written communication conventions in the production and presentation of ideas | Partial lack of awareness and observance of conventions and standards; lack of clarity in structure, selection and organisation of information; lack of awareness of audience | Conventions and standards are applied; structure is clear; information selection and organisation shows awareness of audience requirements and preferences | Communication media have been selected / used with good judgement; standards and conventions of use have been fully adhered to; decisions show awareness of the audience and the context | The nature and strengths of appropriate communication media have been exploited; information has been selected, organised and presented showing awareness of context and audience | Message and medium are unified with personal style; the communication is persuasive and compelling; it takes full account of diverse audience needs |
| 7. Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment |
Consistent lack of evidence of reflection or planning for learning. No awareness of personal strengths and weaknesses in relation to task | Sporadic evidence of reflection and planning not followed through consistently. Incomplete awareness of personal strengths and weaknesses | Evidence that reflection and planning have led to increased subject engagement and commitment. Developing an awareness of strengths and weaknesses | Evidence that a cycle of reflection and planning has been iterative and productive. Actively works to develop strengths and mitigate weaknesses | Reflection and planning is self directed, iterative and habitual. Strengths have been successfully built on, weaknesses have been mitigated | Takes full responsibility for own learning and development through iterative cycles of well articulated purposeful analysis and planning, supported by extensive evidence of impacts |
| 8. Collaborative and/or Independent Professional Working Demonstrates suitable behaviour for working in a professional context alone, or with others and in diverse teams (an increasing reality of the creative industries and in an international context) |
Does not collaborate with others; unproductive working alone; shows no knowledge of related profession | Collaborates reluctantly; struggles to produce work alone; has unrealistic view of professional life | Awareness of main standards required of relevant profession. Able work both collaboratively and independently | Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. Productive when in a team or working alone | Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. May work well in a team, provide effective leadership, and demonstrate a well rounded profile working alone | Integrates a sense of own identity productively into real or simulated professional situations. Can comfortably work as team member, in leadership role, or alone |