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Uclan: Assessment Criteria: Masters

The document provides assessment criteria for a Masters level argument classification. It outlines four key criteria: knowledge, analysis, argument structure, and presentation. It then rates student work at one of four levels: distinction, merit, pass, or fail based on how the student addresses each criteria. A distinction rating requires comprehensive knowledge and analysis, coherent and creative argument structure, and excellent writing. A fail rating involves very limited understanding, heavy description over analysis, lack of argument, and poor writing.

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164 views

Uclan: Assessment Criteria: Masters

The document provides assessment criteria for a Masters level argument classification. It outlines four key criteria: knowledge, analysis, argument structure, and presentation. It then rates student work at one of four levels: distinction, merit, pass, or fail based on how the student addresses each criteria. A distinction rating requires comprehensive knowledge and analysis, coherent and creative argument structure, and excellent writing. A fail rating involves very limited understanding, heavy description over analysis, lack of argument, and poor writing.

Uploaded by

Nan fung
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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UCLAN FIRE

www.uclan.ac.uk/fire

Assessment Criteria: Masters


Argument &
Classification Relevance Knowledge Analysis
Structure
Presentation

Completely and Makes effective use A comprehensive Very coherent and Excellently written
directly relevant to of a comprehensive analysis of the logically structured, answer with
the title. range of theory and material resulting in making creative standard spelling
practice knowledge. clear and use of an and syntax.
Able to address the illuminating appropriate mode
implications, Demonstrates a clear conclusions. of argument and/or Style is lucid and
Distinction assumptions and ability in the theoretical model. resourceful with
nuances of the title. manipulation and appropriate
70 – 100% expression of referencing and
Relevance to material to bibliography.
practice is demonstrate a solid
thoroughly and understanding of the
explicitly addressed. issues in both theory
and practice.

Directly relevant to Makes effective use Good analysis of Generally coherent Well written with
the title. of good theory and the material and logically standard spelling
practice knowledge. resulting in clear constructed. and syntax.
Is able to and logical
demonstrate Manipulates and conclusions. Uses an Style is lucid
Merit effective practice transfers some appropriate mode utilising an
relevance. material to of argument or appropriate format
60-69% demonstrate a clear theoretical model. referencing and
grasp of the themes, bibliography.
questions and issues
in theory and
practice.

Generally addresses Adequate knowledge Adequate analytical Adequate attempt Competently


the title, sometimes of a fair range of treatment, with to construct a written with only
addresses irrelevant relevant theoretical occasional coherent argument, minor lapses from
issues. and practice related descriptive or but may suffer loss standard spelling
material with narrative passages of focus and and syntax.
Pass Relevance to evidence of an which lack clear consistency.
practice effectively appreciation of its analytical purpose. Style is readable
50-59% addressed, may be significance. Issues at stake with acceptable
implicit in places. Conclusions are may lack clarity or format, referencing
clear. theoretical models and bibliography.
are couched in
simplistic terms.

Relevance to the Very limited Heavy dependence Little/no evidence Poorly written with
title is intermittent or understanding of a on description of coherent numerous
missing. narrow range of and/or narrative. argument. deficiencies in
relevant theoretical syntax, spelling,
The topic is reduced and practice related Paraphrasing is There is a expression and
to its vaguest and material. common. lack/absence of presentation.
Fail
least challenging Lacks a basic development and
terms. knowledge in Evidence of the work may be Does not use
Less than either/both theory analysis is lacking. repetitive and/or acceptable
50% Relevance to and practice thin. referencing and/or
practice is barely necessary for an Clear and logical bibliography.
considered or not at understanding of the conclusions are
all. topic. sparse.

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