MLM Toolbox for Students - Grading Scheme

The emphasis in grading assessments is on quality. This means that students should concentrate on demonstrating the conclusions reached from analysis (quality), not demonstrating the amount of work done to reach those conclusions (quantity). This reflects the business world where people have a primary interest in results. Developing a skill in succinct relevant but well-founded analysis is likely to be of value to students. It follows that it is also necessary to meet the word limit requirements given.

The grading scheme being used is summarised on the next page and reflects the above emphases. It is being used to achieve consistent grading and to help you understand how grades will be awarded. However, the description for each grade is a guide only. It is not exhaustive but it does provide useful qualitative criteria.

	High Distinction	Distinction	Credit	Pass	Fail
General description	Outstanding or exceptional work in terms of understanding, interpretation and presentation.	A very high standard of work which demonstrates originality and insight.	Demonstrates a high level of understanding and presentation and a degree of originality and insight.	Satisfies the minimum requirements.	Fails to satisfy the minimum requirements.
Reading	Strong evidence of independent reading beyond core texts and materials.	Evidence of reading beyond core texts and materials.	Thorough understanding of core texts and materials.	Evidence of having read core text and materials.	Very little evidence of having read any of the core texts and materials.
Knowledge of topic	Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline.	Evidence of an awareness and understanding of deeper and more subtle aspects of the topic.	Sound knowledge of principles and concepts.	Knowledge of principles and concepts at least adequate to communicate intelligently in the topic and to serve as a basis for further study.	Scant knowledge of principles and concepts.
Articulation of argument	Demonstrates imagination or flair. Demonstrates originality and independent thought.	Evidence of imagination or flair. Evidence of originality and independent thought.	Well- reasoned argument based on broad evidence.	Sound argument based on evidence.	Very little evidence of ability to construct coherent argument.
Analytical and evaluative skills problem solving	Highly developed analytical and evaluative skills Ability to solve very challenging problems.	Clear evidence of analytical and evaluative skills. Ability to solve non-routine problems.	Evidence of analytical and evaluative skills. Ability to use and apply fundamental concepts and skills.	Some evidence of analytical and evaluative skills Adequate problem-solving skills.	Very little evidence of analytical skills Very little evidence of problem-solving skills.
Expression and presentation appropriate to the discipline	Highly developed skills in expression and presentation.	Well developed skills in expression and presentation.	Good skills in expression and presentation. Accurate and consistent acknowledgement of sources.	Adequate skills in expression and presentation.	Rudimentary skills in expression and presentation. Inaccurate an inconsistent acknowledgement of sources.
Reference: University of Adelaide, Generic Grade Descriptors, www.adelaide.edu.au/policies/70