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Assessment by Essay

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Assessment by Essay

    SSEES MA EXAMINATION MARKING GUIDELINE

     Assessment by Essay MA Language Written Examination Assessed throughout the year Assessed by the end of year exam, Assessed in the end of the year See MA Handbook for further guidance See Note A See Note B

Exceptional performance; as for 75-79 Exceptional performance Exceptional performance; as for 75-79 plus flair 80 +

    plus flair and originality. and originality.

Outstanding scores in all criteria: Outstanding performance in all areas Outstanding performance in: 75-79

    Knowledge and understanding Evidence of detailed knowledge, and Argument (structure, coherence, clarity, Knowledge of sources beyond those on the reading

    logic, understanding of limitations and list;

    alternative interpretations) Relevant argument, Analysis (application of methodology, References and quotations; definition and appropriate use of High ratio of analysis to exposition; specialist terminology, independent Maturity, clarity and cogency of expression view)

    Ability to use evidence (range of

    sources, specialist literature, knowledge

    of sources in other languages/disciplines)

    English (style, grammar, spelling)

    Presentation (format, bibliography,

    references)

Excellent scores in all criteria: Excellent command; minor and infrequent Excellent performance in: 70-74

    Knowledge and understanding errors Evidence of detailed knowledge, and Argument (structure, coherence, clarity, Knowledge of sources; logic, understanding of limitations) Relevant argument, Analysis (application of methodology, References and quotations; definition and appropriate use of Flashes of originality; specialist terminology) High ratio of analysis to exposition; Ability to use evidence (range of Maturity, clarity and cogency of expression sources, specialist literature)

    English (style, grammar, spelling)

    Presentation (format, bibliography,

    references)

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    SSEES MA EXAMINATION MARKING GUIDELINE High to very high scores in all criteria: Very good command, albeit some minor Very good performance in: 65-69

    Knowledge and understanding errors and inappropriate usages Knowledge of the subject; Argument (structure, coherence, clarity, Good awareness and critical use of secondary

    logic but may lack understanding of sources;

    limitations and alternative views) Well-structured and relevant argument with

    Analysis (application of methodology, analysis and examples;

    definition and appropriate use of Quite sophisticated analysis; specialist terminology) Effective ratio of analysis to exposition; Ability to use evidence (range of Clarity of expression.

    sources, specialist literature)

    English (style, grammar, spelling)

    Presentation (format, bibliography,

    references)

High scores in all criteria with possible Good to very good command; some minor Good to very good performance in: 60-64

    flaws in one: errors and inappropriate usages Knowledge of the subject; Knowledge and understanding Good awareness and critical use of secondary

    Argument (structure, logic but some lack sources;

    of coherence and clarity) Structured and relevant argument with analysis

    Analysis (application of methodology, and examples;

    definition and appropriate use of Sufficient ratio of analysis to exposition; specialist terminology) Clarity of expression.

    Ability to use evidence (range of

    sources, specialist literature)

    English (style, grammar, spelling)

    Presentation (format, bibliography,

    references)

    2

    SSEES MA EXAMINATION MARKING GUIDELINE

     Assessment by Essay Language Written Examination

Good but may have flaws in more than Good command of the language; frequent but Good performance in: 55-59

    one criteria: relatively minor errors Knowledge of the subject; Knowledge and understanding Awareness and critical use of secondary sources; Argument (some lack of structure, logic, Relevant answers with examples and analysis; coherence and clarity) Clarity of expression; Analysis (may have problems in Low ratio of analysis to exposition. application of methodology, problems

    with definition and appropriate use of

    specialist terminology)

    Ability to use evidence (insufficient

    range of sources, specialist literature)

    English (style, grammar, spelling)

    Presentation (format, bibliography,

    references)

Overall satisfactory performance with Satisfactory command; unevenness and Satisfactory performance: Pass 50-54

    some flaws in most criteria: errors especially in more complex language Fair overall knowledge; Knowledge and understanding Awareness of main issues; Argument (problematic structure and Some attempt to address them; logic) Organisation and argument not consistently Analysis (may have problems in coherent;

    application of methodology, problems May not fully answer the questions; with definition and appropriate use of Low ratio of analysis to exposition. specialist terminology)

    Ability to use evidence (insufficient

    range of sources, specialist literature)

    English (imperfect style, grammar,

    spelling)

    Presentation (problems with format,

    bibliography, references)

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    SSEES MA EXAMINATION MARKING GUIDELINE

    Major flaws in more than three criteria Adequate command of language but Adequate but uneven performance: Fail 49 and below

    unevenness, frequent and sometimes major Fair knowledge but lacking organisation or breadth

    errors of reference;

     Unfocused, inconsistent or muddled argument;

    Contains some irrelevant material;

    Low ratio of analysis to exposition;

    Often poor presentation.

GENERAL

    Please note, these guidelines should be read in conjunction with the UCL Regulations (Blue Book, and Pink Book), with any specific instructions issued by the Chair of the relevant Board of Examiners, and the SSEES MA Handbook.

    In general, assessment is positive and students are given credit for what they can do rather than marked in terms of their errors. But, as appropriate, account is also taken of negative factors with marks reduced for mistakes in language, or other faults.

    Final agreed marks should all be presented according to a consistent scale, using the grade boundaries and descriptions of the Grid above.

    Some forms of assessment may have fixed mark schemes (e.g. set marks for given tasks in language assessment). Where this generates a raw mark in a range up to 100% (or down to 0%), then for classification purposes the raw marks are scaled. This is important in the context of procedures which employ a mathematical averaging of marks (MA distinctions

    etc.). In the scaling process, grade boundaries are proposed by the first and second markers in consultation with the visiting examiner, and equated with the grade boundaries on the Grid above, so that the agreed mark falls into the range which best describes the student’s performance. This is particularly relevant for the assessment of language courses.

NOTE A: ASSESSMENT OF LANGUAGE LEARNING

a) Language skill criteria

    Written language: communication and fulfilment of the task set. Accuracy, appropriate range and complexity of language. Spoken language: communication and fulfilment of the task set. Fluency of response/delivery, accuracy, appropriate range and complexity of language.

    Comprehension: accuracy, fullness of understanding as required by the task set, and communication of this understanding.

b) Language task/exercise criteria

Written exercises: fulfilment of the task; accuracy; appropriate range and complexity of language; achievement of required length (+/- 10%)

    Essay writing in the target language: content (relevance, coverage, organisation, presentation, argument); linguistic competence (accuracy, appropriate range, complexity);

    effectiveness of communication. Irrelevance will be severely penalised. Essays (or the relevant part of essays) which are shorter than the required length will be marked down. Textual comprehension (either in answer to questions or as a summary): appropriate range and complexity of language (without replicating the original); effective rendition of meaning; achievement of required length (+/-10%).

    Oral: fluency; responsiveness and ability to develop ideas; accuracy; appropriate range and complexity of language; comprehensibility, relevance and effectiveness of communication; fulfilment of task; accent and intonation.

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    SSEES MA EXAMINATION MARKING GUIDELINE

    Translation into English: work marked up for factual accuracy; accurate and effective rendering in English; stylistic closeness to the original (where appropriate); work marked down for gaps or misunderstandings (minor: mistranslation of rare or technical vocabulary; or serious: distortion caused by misunderstanding of the grammar).

    Reading comprehension and summary: fullness and relevance of information retrieval and inference. In summary: distinguishing of main from lesser points; coherent and

    effective rendering of gist; achievement of required length (+/-10%).

    Note: Where a task requires written or spoken English, the quality of the English forms part of the assessment. In the case of foreign speakers of English, discretion is exercised for occasional faults (e.g. non-native word order or incorrect use of articles), but all students are penalised for incomprehensible English. Native speakers of the target language may score very high raw marks in the Production elements of the language assessment, given that the criteria have in mind a foreign learner of the language. An exceptional performance (as described in the Grid) would in such cases merit the award after scaling of a mark of 80 or above, with an effective maximum in the low to mid-80s.

NOTE B: WRITTEN EXAMINATIONS

    The grid above indicates the performance levels expected. Whilst it is important to arrive at a sense of value of the entire script, it is required to assess each answer on its own merits. Poor English is penalised, as is failure to comply with the rubric. Some credit will be given for incomplete answers especially if material is presented in note form which indicates structure of argument, relevant detail and illustration.

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