Assessment Grading Matrix for Essays/Reports (example) BAND Select and deploy relevant knowledge showing understanding of relevant literature/resources. Analyse and evaluate information, arguments and explanations, and apply theory to practice. Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing. (85-100%) Outstanding .. in addition to criteria in the 70-84% band the student demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area suggests original interpretations or applications of theory evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill reasons effectively towards a comprehensive and original conclusion distils and critically evaluates evidence and communicate this concisely (70-84%) Excellent a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria coverage of a wide range of relevant literature/resources a high level of skill in interpretation, analysis and evaluation rigorous and consistent application of relevant theory to practice correctly distinguish relevant and important factors integrate these factors into a balanced, and convincing argument/explanation reason effectively towards an individual and informed conclusion contain detailed citation and referencing correctly use grammar, punctuation and spelling (60-69%) Very Good a very good, accurate knowledge and understanding that meets module specific learning outcomes and assessment criteria a very good awareness of a range of relevant literature/resources a very good level of skill in interpretation, analysis and evaluation consistent application of relevant theory to practice identify the most important factors present a relevant argument/explanation clearly if, at times, lacking incisiveness contain accurate citation and referencing may contain occasional errors of grammar, punctuation and spelling (50-59%) Good a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria a good awareness of relevant literature/resources a good level of skill in interpretation, analysis and evaluation application of some theory to practice identify some important factors present a logical argument/explanation contain correct citation and referencing may contain some errors of grammar, punctuation and spelling
(40-49%) Adequate an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria a limited awareness of relevant literature/resources an adequate level of skill in interpretation, analysis and evaluation adequate application of theory to practice make an adequate attempt to distinguish relevant material assemble it into a limited argument/explanation contain adequate citation and referencing that is generally accurate may contain some errors of grammar, punctuation and spelling (25-39%) Unsatisfactory poor and generalised knowledge and understanding that does not meet module specific learning outcomes and assessment criteria little or no awareness of relevant literature/resources a poor level of skill in interpretation, analysis and evaluation inappropriate or inadequate application of theory to practice make an inadequate attempt to shape an argument/explanation at a basic level lack logical structure and/or be unselective be uncited/unreferenced or display frequent errors in citation/referencing may contain intrusive errors of grammar, punctuation and spelling (0-25%) Inadequate at HE level.. X No attempt to use relevant literature Little or no relevant factual content Has little apparent understanding of the concepts relevant to this area of study Little or no interpretation or analysis of information Little or no idea of relevant theoretical background or its application No conventional structure to report Spelling / grammatical errors make report incomprehensible Explanations illogical or non-existent
Level: Five. For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry and consumer sciences 2009 Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules Knowledge / Understanding: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass: The underlying principles of horticulture. Knowledge and development of the subject area. Qualitative and quantitative approaches to information. Develop an understanding of issues of sustainability and environmental impact. The location of resources, the management, exploitation and the utilisation of resources within an ethical framework. Develop an awareness of the risks of exploitation and sustainable solution to horticultural issues. Integrate into practice the principle developments of theory, experiment, investigation and fieldwork. Develop an understanding of information and data, and their setting within a theoretical framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area. Primary: Lectures, Seminars and tutorials Directed independent study and research Secondary/Supplementary: Case studies Problem-solving exercises Report writing Plymouth Intranet/internet resources Plymouth student portal CC Intranet/internet resources 1,2,3 1,2,4,5 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group presentations Seminar performances CORR2024 CORR2025 CORR2026 CORR2027 CORR2030 CORR2031
well as some understanding of more specialist areas. An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from specific work placements, the development of practical skills in taught sessions and the development of industry standard design skills and technical competencies. At Level 5 normally a standard of 55 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (40%) and coursework (60%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies. Key Transferable Skills: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass relate investigations to prior work and reference it appropriate; recognise when information is incomplete. develop the skills necessary for self-managed and lifelong learning Communicate effectively to audiences in written, graphical and verbal forms. Listen attentively and respond to others. define a suitable and effective sampling procedure. Process and interpret data effectively. Contribute effectively to teamwork Hand computer-based information using appropriate techniques and software. Primary: Library and other research exercises Group work awareness and practice Computer-based learning & assessment Secondary/Supplementary: Class and seminar interactions and feedback 1,2,3 1,2,4,5 Transferable skills are assessed via; Coursework of all types Examination preparation and completion Group presentations CORR2024 CORR2025 CORR2026 CORR2027 CORR2030 CORR2031
Level: Six. For this bachelor level programme the following has been guided by the QAA Honours Degree Subject Benchmark(s) Agriculture, horticulture, forestry and consumer sciences 2009 Definitions of Graduate Attributes and Skills Relevant to this Programme Teaching and Learning Strategy / Methods Prog Aims Prog intended Learning Outcomes Range of Assessments Related Core Modules Knowledge / Understanding: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass Demonstrated a well-grounded understanding of the social, economic, legal, scientific and technological principles of horticultural enterprises. Demonstrate an understanding of the scientific principles of horticulture. Justify, apply and evaluate a range of methods for problem evaluation and amelioration. Communicate effectively on a wide range of horticultural issues and review their performance critically. Develop an understanding of issues of sustainability and environmental impact. The location of resources, the management, exploitation and the utilisation of resources within an ethical framework. Develop an awareness of the risks of exploitation and sustainable solution to horticultural issues. Integrate into practice the principle developments of theory, experiment, investigation and fieldwork. Develop an understanding of information and data, and their setting within a theoretical Primary: Lectures, Seminars and tutorials Directed independent study and research Secondary/Supplementary: Case studies Problem-solving exercises Report writing UPC Intranet/internet resources PU student portal CC Intranet/internet resources 1,2,3,4 1,2,3,4,5,6,7 Key knowledge and understanding is assessed via a combination of; Tests Examinations Essays Individual and group presentations Seminar performances CORR309 CORR310 CORR311 CORR314 CORR315
framework, accompanied by critical analysis and assessment to enable an enhanced understanding of the subject area. Understand methods of acquiring, interpreting and analysing biological information with a critical understanding of the appropriate contexts for their use through the study of texts, original papers, reports, and data sets. An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: A range of approaches to learning and teaching (pedagogy) are in use within this programme. The programme alongside the academic expectations of a honours degree also has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and supervised practice. Employability skills are embedded throughout the programme from the development of practical skills in taught sessions to the development of industry standard design skills and technical competencies. At Level 6 normally a standard of 50 hours of contact is undertaken per module, assessment is normally a mix of formally scheduled examination (50%) and coursework (50%) including standard assignments, lab reports; design projects; portfolios designed to assess a range of skills and competencies. Cognitive and Intellectual Skills: By the end of this level of this programme the students will be able to demonstrate for: A threshold pass The application of subject knowledge and understanding in order to address familiar and unfamiliar problems. Recognise and understand the need for ethical standards and professional codes of conduct. Using published research and/or reports be able to analyse, synthesis and summarise the information in order to develop a critical grounding. Design and experiment, investigations, survey Primary: Class exercises Intranet/internet exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Secondary/Supplementary: Class and seminar interactions and feedback 1,2,3,4 1,2,3,4,5,6,7 Cognitive and intellectual skills are assessed via; Essays/projects/ dissertations Examinations /tests Coursework/ group work on practical application questions Assessed presentations CORR309 CORR310 CORR311 CORR314 CORR315