SHSC MARKING GRID FRAMEWORK
The SHSC generic framework for marking course work is identified below. Marking grids for each of
the academic levels 4 – 7 will be built into the VLE. You will note that the major components appear
at each level but the relative importance of the component in the work as a whole varies.
FHEQ Level 4
You should be able to demonstrate:
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appropriate foundational factual knowledge knowledge of the underlying concepts and principles associated with your area of study, and an ability to evaluate and interpret these within the context of that area of study an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study |
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LSBU Level 4:
| | Scope of students’ learning is within defined boundaries and uses specified range of standard techniques. Learners operate within defined guidelines with limited autonomy. |
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| Marking grid Level 4 At level 4 the way in which you present or organise factual knowledge is more important than your ability to analyse it – the key criteria and the relative weighting of the total percentage available is as follows: Coherence, organisation and academic integrity – 40%. Content, knowledge and evidence of reading – 40% Conclusion and application to assessment task – 20% This means that in the first year of undergraduate study, what you know, how you present it and how you apply the information to practice are almost equally important. |
FHEQ Level 5
You should be able to demonstrate:
| | that you have begun to develop the skills to undertake work that requires the ability to reflect constructively and critically upon the material presented knowledge and critical understanding of the principles of your area(s) of study, and of the way in which those principles have developed an ability to apply these concepts and principles to practice knowledge of the main methods of enquiry and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge |
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LSBU Level 5:
| | The scope of students’ learning is simple and unpredictable, or complex and predictable, and demands application of a wide range of techniques. Learners are sufficiently organised in quality and quantity of disciple, knowledge and skills and academic opinion, evaluate their own work, report effectively and conduct straightforward tasks autonomously. They are ready to develop professional working relationships. |
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| Marking grid Level 5 At level 5, factual knowledge is still important but you are developing your ability to analyse (break down) information and begin to synthesize (reconstruct in a different form). So the weighting of the grid reflect this shift of emphasis. Coherence, organisation, attention to assessment purpose and academic integrity – 20%. Content – knowledge and use of literature – 40% Analysis, synthesis, conclusion and application to practice – 40% |
FHEQ Level 6
You should be able to demonstrate:
| | a systematic and detailed understanding of your field of study which is informed by the professional practice developments |
| | an ability to synthesise material from a number of areas and to take a critical and independent stance towards it |
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an ability to deploy accurately established techniques of analysis and enquiry within a discipline conceptual understanding that enables you to devise and sustain arguments, and/or to solve problems an ability to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline |
LSBU Level 6:
| | The scope of students’ learning is complex and unpredictable, demanding selection and application from a wide range of innovative or standard techniques using familiar and unfamiliar data. Learners have comprehensive and detailed knowledge of major discipline(s) with specialisation |
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and depth in some areas. They are sufficiently organised to work with complex knowledge/skills
towards a specified purpose and with limited guidance.
| | They are reflective and have developed critical and evaluative skills. They engage effectively in professional behaviour. |
| Marking grid Level 6 At level 6, factual knowledge remains important but your level of analysis, synthesis and application to practice become even more important and this is reflected in the relative weightings shown below. Coherence, organisation, attention to assessment purpose and academic integrity – 10%. Content – knowledge and use of literature – 40% Analysis, synthesis, conclusion and application to practice – 50% |
FHEQ Level 7
You should be able to demonstrate:
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a systematic understanding of knowledge which is informed by innovations in professional practice originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline an ability to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. |
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| Marking grid Level 7 At level 7, critical thinking and application to practice are the most important aspects of your ability. This will require that you demonstrate your ability to critically evaluate a range of situations or tasks with reference to contemporary literature and that you are able to apply this to the clinical situation. The marking grid for level 7 is constructed to reflect the change in emphasis in key criteria Coherence, organisation, attention to assessment purpose and academic integrity – 10%. Conceptualisation, content – knowledge and use of literature – 40% Analysis, synthesis, critical thinking, conclusion and application to practice – 50% |
You will see that as you progress through the levels of study it becomes increasingly important to use
literature, to develop skills of critical analysis and critical thinking, especially in relation to practice. As
it is hoped that, ultimately, you might be thinking of writing for publication, presentation is a constant
feature in all levels.
Other forms of assessment, for example presentations, will have additional criteria that will be
identified within the individual module guide.
Students registered with DDS as having a specific learning difficulty (for example, dyslexia, dyspraxia,
dyscalculia, ADHD) and who have support arrangements in place will have your work marked in
accordance with the University’s DDS Marking Policy.
