Contextual & Critical Studies:2007/08STAGE 2

Grades and Assessment Criteria.

GRADE / A / B / C / D / E / F / NS
DEFINITION / EXCELLENT
Outstanding / COMMENDABLE
Meritorious / GOOD
Competent / SATISFACTORY
Adequate / THRESHOLD
Borderline fail / FAIL / NO WORK
(Weighting)
CRITERIA
(20)
COMMITMENT & PARTICIPATION / Excellent commitment to attendance at lectures and seminars. Exceptional effort to prepareparticipate evidenced in critical notebook and in scheduled seminars. / Sound commitment to attend lectures & seminars, except where fully explained and supported. Commendable effortto prepare & participate evidenced in critical notebook and in scheduled seminars. / Regular commitment to attendance at lectures and seminars. Absence is explained and generally supported. Effort to prepare & participate evidenced in critical notebook and in scheduled seminars. / Adequate commitment to attendance at lectures and seminars with some unexplained absences. Contribution or level of preparation evidenced in seminars and critical notebook is satisfactory but light. / Attendance at lectures and seminars is generally poor (less than 50%). Acceptable reasons for absence are rarely provided. Preparation and contribution evidenced in seminars and critical notebook is minimal. / Attendance is minimal and student has missed substantial elements of the course. Participation in scheduled seminars and critical notebook does not meet course requirements. / No attendance
(30)
RESEARCH & REFERENCES / Demonstrates excellent use of library resources in essay and critical notebook. Exceptional ability to select a varied range of appropriate academic sources – e.g. journal articles, key writers, core texts, exhibition cats., legitimate internet sites etc. In depth reading is apparent and bibliography is soundly reflected in content. Perceptive use of quotations throughout. / Demonstrates sound use of library resources in essay and critical notebook. Commendable ability to select appropriate sources, indicating growing awareness of academic and critical content. Sound engagement with texts. Bibliography is well reflected in content. Regular and appropriate use of quotations. / Demonstrates overall competence in use of basic library resources in essay and critical notebook. A developing awareness of academic and critical content is indicated in some, but not all, sources. Range includes core texts but might be further extended –see list under 6. Good engagement with texts overall.
Quotations used to support some key points. / Satisfactory overall. Relevant reading is apparent and there are good points but one or two clear weaknesses. For example: use of dated, popular or questionable sources; limited use of core or other recommended texts; over reliance on one text, the internet, or personal opinion etc. Only adequate use of the potential range of resources overall. Engagement with texts and appropriate use of quotations may be adequate but light. / Research skills and/or effort are marginal indicating minimal knowledge of basic library resources and little or no awareness of core or other recommended texts. There are significant problems such as over reliance on one text or the internet; use of dated or poor quality sources; too much personal opinion; minimal or no use of appropriate quotations etc. Text may suggest minimal background reading or bibliography may not be convincingly reflected in content. / Research appears insufficient or inappropriate to the question. Indicates little or no awareness of relevant texts or possible library resources. May be mostly personal opinion indicating little or no background reading. Quotations may simply be omitted or seem inappropriate to context. Content of critical notebook is minimal. / No work submitted for assessment
for assessment
(30)
CRITICAL AWARENESS & EXPLORATION OF IDEAS / Excellent analysis and integration of critical ideas in essay and critical notebook. Theme is explored widely & connections are made between theory and related contemporary and/or past practice. Some discussion of own studio practice may be present. / Commendable analysis and integration of critical ideas indicates growing critical awareness in essay and critical notebook. Sound effort made to explore the theme & make connections between theory and/or practice. / Discussion and analysis in essay and critical notebook indicates developing critical and analytical ability. Exploration of ideas from the programme is good, although further connections between theory and practice are needed. / Satisfactory overall although critical and analytical skills need further development. Indicates a basic grasp of programme issues but knowledge of critical themes may require further reading and research. A clear need for further connections between theory and current/past practice. / Critical and analytical skills appear limited perhaps due to a lack of reading/research. Evidence of understanding or engagement with critical themes is very limited and there is little evidence of connections being made between theory and contemporary/ past practice. / Minimal or no evidence of critical thinking. May indicate either a lack of understanding or engagement. No real evidence of critical comprehension or of effort to explore critical themes introduced by the programme. / No work submitted
for assessment
A / B / C / D / E / F / NS
EXCELLENT
Outstanding / COMMENDABLE
Meritorious / GOOD
Competent / SATISFACTORY
Adequate / THRESHOLD
Borderline fail / FAIL / NO WORK

Contextual and Critical Studies Stage 2 cont.

(Weighting)
CRITERIA
(10)
WRITING SKILLS / Essay is excellent. Introduction is clear and relates directly to the brief. Ideas are logically developed throughout and sections are consistently well linked. Final conclusion fully clarifies the argument and relates it confidently to the brief. English is excellent; appropriate for academic writing, articulate and coherent with no errors in spelling or grammar. / Essay is commendable in most of the followingrespects: introduction is clear and relates to the brief; ideas are logically developed; sections are well linked; conclusion includes the main points of the argument, and relates well to the original brief. English is very good; generally appropriate, clear and coherent, with minimal errors in spelling or grammar. / Essay is competent overall. No elements are omitted. Introduction is present and relates to the brief, ideas are developed in the main body and summarised in a distinct conclusion. Sections are generally linked and, and related to the brief. English reads well overall, and is appropriate for academic writing. Relatively few errors in spelling and grammar. / Essay is adequate. A broad framework exists, but may include problems: introduction or conclusion may be superficial or not clearly relate to the question; body may lack direction; sections might be better linked and/or be more clearly related to the brief. English is satisfactory but may sometimes be difficult to follow and/or include regular errors; or it may be over conversational and need formalised to suit academic writing. / Essay is not adequate There is little evidence of a planned approach: introduction and/or conclusion may be superficial, irrelevant or simply omitted; essay may regularly digress; sizable sections may not clearly relate to the brief. Similarly, English may be difficult to follow and meaning is unclear. Errors in spelling and grammar. / Essay is unacceptable. Structure is not apparent. No clear introduction or conclusion, or these are not related to the essay question. Essay lacks direction and does not relate to brief. English is extremely difficult to follow and meaning is regularly unclear. Serious problems in spelling and/or grammar. / No work submitted
for assessment.
(10)
PRESENTATION / Essay fully adheres to all requirements:
word processed, neat and legible; imagery is well integrated, well labelled and clear; bibliography and references are in correct academic format. Excellent presentation of material in notebook. / Essay adheres to following requirements, with minor exceptions: word processed, neat & legible; imagery is well integrated, well labelled and clear; bibliography and references are in correct academic format. Commendable presentation of material in notebook. / Essay is word processed and generally legible and neat. Problems are confined to one or two issues: clarity, labelling or placing of imagery; adherence to correct academic format for bibliography and/or references. Notebook presentation is of a good standard. / Essay and notebook are satisfactory overall but there are one or two clear problems: physical presentation may be "scruffy" or affect legibility; clarity, labelling or placing of imagery may be poor; bibliography and/or references may not be in correct academic format. / Essay and notebook are unsatisfactory overall. There are major problems: essay may not be word processed; presentation of essay and/or notebook is very "scruffy" or illegible; imagery is omitted or very poor quality; bibliography and/or references are omitted or incorrect. / Unacceptable presentation overall. Essay is hand written, Notebook and essay untidy and/or illegible. Essay and/or notebook may be insubstantial or missing; imagery, bibliography and/or references omitted. Content and bibliography do not match. / No work submitted for assessment