Assessment criteria for Theoretical Studies modules at OCA

1
st

2.1 2.2 3rd Fail
A+ 85%+
Exceptional
A 70-84%
Excellent
B 60-69%
Very good
C 50-59%
Good/Average
D 40-49%
Satisfactory
E 30-39%

F 29% or
below

Demonstrati on of subject
based knowl edge and
understanding (25%)
Broad and comparative
understanding of subject
content, knowledge of the
appropriate historical,
intellectual, cultural or
institutional contexts.
Exceptional knowledge
and understanding of
subject and context


Excellent knowledge
and understanding of
subject and context

Very good knowledge
and understanding of
subject and context

Average knowledge and
understanding of subject
and context

Adequate knowledge
and understanding of
subject and context

Limited knowledge
and understanding of
subject and context

Inadequate
knowledge and
understanding of
subject and context

Demonstrati on of
research skill s (25%)
Information retrieval and
organisation, use of IT to
assist research, ability to
evaluate IT sources, the
ability to design and carry
out a research project,
locate and evaluate
evidence from a wide range
of primary and secondary
sources (visual, oral, aural
or textual).
Exceptional range of
research froma wide
range of sources,
exceptional design and
implementation of
research project where
appropriate.



Excellent range of
research froma wide
range of sources,
excellent design and
implementation of
research project where
appropriate.


Very good range of
research froma wide
range of sources, very
good design and
implementation of
research project where
appropriate.


Average range of
research froma range of
sources, average design
and implementation of
research project where
appropriate.


Adequate range of
research froma range
of sources, adequate
design and
implementation of
research project
where appropriate.


Limited research

Inadequate
research
Demonstrati on of criti cal
and eval uat ion skill s
(25%)
Engagement with concepts,
values and debates,
evidence of analysis,
reflection, critical thinking,
synthesis, interpretation in
relation to relevant issues
and enquiries
(demonstrated in learning
logs and, at levels 5 and 6,
critical reviews and essays)
Exceptional critical skills,
demonstrating a highly
developed intellectual
understanding and
analytical ability.


Excellent critical skills,
demonstrating a well
developed intellectual
understanding and
analytical ability.

Very good critical skills,
demonstrating a good
intellectual
understanding and
analytical ability.

Average critical skills,
demonstrating some
intellectual
understanding and
analytical ability.
Adequate critical
skills, demonstrating
limited intellectual
understanding and
analytical ability.
Limited critical skills
with little or no
analytical ability.
Inadequate critical
skills .
Communication (25%)
The ability to communicate
ideas and knowledge in
written and spoken form,
including presentation skills.
Exceptional
communication of ideas
and knowledge
Excellent
communication of ideas
and knowledge
Very good
communication of ideas
and knowledge
Average communication
of ideas and knowledge
Some ability to clearly
communicate ideas
and knowledge.
Limited ability to
communicate ideas
and knowledge
Inadequate
communication of
ideas and
knowledge

These assessment criteria should be used in conjunction with the level descriptions as described overleaf:



Feedback at different levels

Level 4 is the acquisition of skills and good working habits. It is about students informing themselves about others’ work through reading and research. They are not
expected to have developed a great deal of critical awareness -- if they have, this is a bonus. Feedback at Level 4 should focus on their success in acquiring the
necessary skills and working habits, at the same time encouraging the student to expand their horizons and challenge their own limitations.

At Level 5 the student continues to improve their skills and the quality of their critical awareness. But at this level, they should be starting to choose the direction of
their thoughts in consultation with their tutor. This means that in addition to skills, feedback should reflect back to the student whether they are taking enough
responsibility for the shaping of their own ideas, whether they are doing enough reading and whether they are clearly articulating their own views and backing them
up with reasoned arguments.

At Level 6 the quality of work will continue to improve, and the student can demonstrate evidence of judgement, and they should be developing their intellectual
understanding of the theory and concepts underpinning their discipline. They should be able to critique various schools of thought as well as simply referring to them
and perhaps even showing allegiance to particular philosophical or ideological trends.

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