Contextual and Critical Studies: Stage 3
Grades and Assessment Criteria
GRADE / 6 / 5 / 4 / 3 / 2 / 1 / 0DEFINITION / EXCELLENT
Outstanding / COMMENDABLE
Meritorious / GOOD
Fully Competent / SATISFACTORY
Adequate / THRESHOLD
Borderline fail / FAIL / NON-SUBMISSION
(Weighting)
CRITERIA
(10)
ATTENDANCE & COMMITMENT / Excellent commitment to attendance and participation except where fully explained and supported. / Sound commitment to attendance and participation, except where fully explained and supported. / Regular attendance OR absence is explained and supported. Effort to participate is apparent generally. / Adequate attendance but there is unexplained intermittent absence. Effort to participate may be un- reliable. / Attendance is generally poor (less than 50%). Reasons are rarely provided& participation is minimal. / Attendance is rare. Does not meet minimum course requirements. / No attendance
(20)
APPROACH
STRUCTURE / Framework and approach indicate excellent understanding and critical awareness of key issues relating to the theme. Writing & content may be exceptionally creative or follow a traditional thesis, but in either case, suggestexceptional confidence and ability. Structure & line of thought are wholly coherent throughout leading to a clear and independently conceived conclusion. / Framework and approach indicate commendable understanding and critical awareness of issues relevant to the theme. Writing & content may be creative or more traditional, but in either case, suggest clear ability. Structure and line of thought are mostly coherent throughout, leading to a sound conclusion. / Framework and approach are well-formulated, based on a good understanding of the theme. The overall structure includes key elements and provides a generally coherent framework for the discussion. Both writing & content are of a generally competent level. Overall the Evaluation proceeds with reasonable logic and direction, towards a final conclusion. / Satisfactory but with problems. Research question may have potential which could be better realised, with further knowledge and understanding. Structure may be satisfactory but have weaknesses in overall focus and coherence. Line of thought may be apparent overall, but difficult to follow, with weaknesses in the conclusion. / An unsatisfactory attempt to build on the original research question. Although the response is intermittently relevant, it may seem uninformed or confused. Key issues need further defined, and the relevance of some sections may be unclear. Essay may drift or digress, rather than follow a consistent direction towards a conclusion. / An inappropriate response to the research question. A coherent framework may be wholly lacking – e.g. introduction and/or conclusion is omitted, disregards or is irrelevant to, the question; key issues are not identified etc. Essay may appear confused and/or ramble. Content may not clearly relate to question. / No work submitted for assessment.
(30)
RESEARCH & REFERENCES / Demonstrates excellent judgement, diligence and/or initiative in sourcing materials. Knowledge of existing academic literature and other varied secondary sources is excellent and up to date. Thorough familiarity with key writers and texts is demonstrated through confident citation and referencing. Overall, clear evidence of an excellent range of research skills contributing to an exceptional command of the topic. / Demonstrates commendable judgement and awareness in sourcing materials. Depth, breadth or focus may not be equivalent to (6) but there is sound engagement and thoroughness. Many key writers and texts are included, periodical articles are thoroughly sourced. Commendable use of referencing throughout. / Sourcing of materials is of a good standard throughout, indicating reasonable knowledge of available academic literature. Bibliography will include some key writers and texts, journal articles and a reasonable range of other legitimate sources.References will be included and appropriate. Generally, evidence of effort and competence in applying an acceptable range of research skills. / Satisfactory effort to source research materials but weaknesses are apparent. The review of available academic literature is no more than adequate – perhaps limited to a few standard and readily accessible works, or, often over reliant on popular sources or tools such as the Internet. Overall depth and breadth is no more than satisfactory. Evidence of knowledge or effort may be lacking. / Knowledge of existing literature is barely adequate. There is over reliance perhaps on a single text or on an easily accessible research source such as the Internet. Personal opinion may dominate and there is only minimal evidence of effort to apply common research skills. / Sourcing is inadequate to support an acceptable submission. Little or no evidence of effort or competency in applying a range of research skills. / No work submitted for assessment
Contextual and Critical Studies:Stage 3 cont.
GRADE / 6 / 5 / 4 / 3 / 2 / 1 / 0DEFINITION / EXCELLENT
Outstanding / COMMENDABLE
Meritorious / GOOD
Fully Competent / SATISFACTORY
Adequate / THRESHOLD
Borderline fail / FAIL / NON-SUBMISSION
Criteria (Weighting)
(30)
CRITICAL AWARENESS & ARGUMENT / Highly developed critical and analytical skills. Systematically assesses evidence, writers and ideas to construct an authoritative and persuasive response to the research question. The supporting evidence and argument mayinclude well integrated analyses and reflection on own studio and/or other workindicating exceptional critical ability and excellent knowledge of relevant contemporary and past practice. / Critical and analytical skills are well advanced. Overall, a commendable analysisusing key points to support a response to the research question. There may be some supporting differentiation of writers, ideas and evidence. Commendable and relevant critical reflection on own studio or other work may also be present indicating sound critical ability and awareness of contemporary and past practitioners. / Good critical and analytical skills. Overall, there is competent construction of a logical argument. Evidence is well analysed to justify key points and support the case.Personal opinion is usually substantiated and description minimised. Evidence and argument may also include some reference to and critical analysis of, own studio practice or the work of relevant contemporary or past practitioners. / Adequate critical and analytical content but problems detract from the argument. There may be: limited provision and/or critical assessment of evidence due to limited research;unsubstantiated personal opinion; limited analysis and excessive description etc
Critical reflection may also be limited or omitted, with little reference either to student’s own practice or to relevant work by others. / Inadequate construction of an effective argument. Insufficient knowledge may lead to limited evidence, there may be over reliance onpersonal opinion or excessive descriptive writing etc. In short, little sense of a structured debate with a resulting conclusion. Personal critical reflection is likely to be missing as is reference to contemporary or past practice. / Critical and analytical skills are essentially absent. There is no real attempt to construct an argument related to issues raised by the question. Direction may be obscure. No apparent awareness or discussion of own, contemporary or past practice. / No work submitted for assessment.
(10)
ACADEMIC FORMAT & PRESENTATION
Introduces idea of creative and original presentation / All aspects of an exceptionally high standard. Presentation, specifically, may be original and creative, to establish a sense of ‘gesamtkunstwerk’ Bibliography and references are in correct academic format. Visual materials are clear, appropriately labelled and well integrated. English is articulate and demonstrates thorough grasp of subject terminology. Grammar & spelling are excellent. Word processed in required format, neat and legible. / A very good standard. May particularly incorporate original and creative intent, although to a lesser degree than 6.Adheres to following requirements with minor exceptions: bibliography & references are in correct academic format; visual materials are clear, labelled and well integrated; English is fully coherent throughout and displays sound knowledge of subject terminology; grammar and spelling are very good. Word processed in required format, neat and legible. / Presentation is wholly acceptable and effort is clear. With one or two problems, adheres to following requirements: bibliography & references are in correct academic format; visual materials are clear, labelled and well integrated; English, spelling and grammar are good; developing use of subject terminology. Word processed in required format, neat and legible. / Presentation is satisfactory overall, but there are significant problems: bibliography and references are included but format may be incorrect; visual materials are included but could be clearer, better labelled or integrated; meaning is sufficiently clear but English needs formalised or improved; regular errors in spelling or grammar. Word processed in required format, neat and legible. / Presentation is unsatisfactory. There are clear problems: bibliography, references or visual materials are omitted, or very poorly presented; English is difficult to follow and meaning is unclear; repeated errors in spelling or grammar; essay is word processed but physical presentation is "scruffy". / Presentation is unacceptable for one or more of the following reasons: essay is not word processed. It is hand written, too "scruffy" and/or illegible; essay falls far short of the requested word length; bibliography, references and visual materials are omitted; meaning is wholly unclear due to use of English. / No work submitted for assessment.