4. The criteria for grading assessments are contained in the following table.
Please pay particular attention to the criteria for awarding marks above 80.
Such marks should be reserved for cases of novel and/or distinctive
discussion, or unusually clear insight and/or exceptional sophistication in
approach.
Grade Descriptors for BSc (Econ) Examinations and Coursework
Characteristics of Answers
Class and Mark Style of Question: Style of Question:
Range Essay/Argument Problem/Mathematical
First Clear and thorough analysis, responding Accurate derivation of answers to all
70-100% directly to the questions set, with parts of question, including parts
rigorous arguments based (as requiring significant independent
appropriate) on extensive knowledge of thought. Clear explanation and evidence
relevant concepts, theory and empirical of thorough understanding of the reasons
evidence. for the method employed, and the
intuition behind results obtained.
Marks above 80 should be used to
signify novel and/or distinctive Marks above 80 should be used to
discussion, showing unusually clear signify unusually clear insight and/or
insight and/or exceptional sophistication exceptional sophistication in approach.
in approach.
Upper Second Well-organised, clearly-expressed, and Accurate answer to most parts of
60-69% a direct response to the question. question, with incomplete answers only
Evidence of good analytical skills and to sections requiring significant
appropriate reading. Effective grasp of independent solution. Clear explanation
concepts. Use of relevant examples. of methods, results and intuition.
Appropriate and well-explained use of
relevant algebra or diagrams, integrated
into the structure of the analysis.
Lower Second Shows a general understanding of the Accurate answer to all parts of question
50-59% question, with more limited relevant requiring standard or routine approaches,
reading and use of examples. with some explanation and intuition,
Competent reproduction of ideas and reproducing lecture or textbook material
concepts from lectures and textbooks on the reasons for methods employed
with little evidence of independent and their interpretation.
thought.
Errors should not betray significant
misunderstanding of standard material.
Third Answer shows some understanding of Answer displays some surface
40-49% the question and the broader subject knowledge of the subject matter of the
area, but shows little evidence of question, but there are errors in some
detailed knowledge or reading. routine parts of the question.
Contains some mistakes, and/or
misunderstandings or irrelevant Inadequate or inaccurate explanations.
material. Relatively poor organisation
and expression, and non-analytical
approach.
Fail Badly-organised, marginally-relevant There are significant errors in some (but
35-39% material, and limited content. Frequent not all) routine parts of the question.
errors or misconceptions. Serious Answer displays some surface
weaknesses in logic, or in the ability to knowledge of the subject matter of the
construct arguments. Answer displays question.
some surface knowledge of the subject or
matter of the question, although Incorrect or absent explanations.
8
evidence of only limited and partial
understanding.
Fail Very muddled, though may show some Significant and fundamental errors in
20-34% awareness of the general field. most routine parts of the question and
or inadequate or inaccurate explanations.
Incomplete notes of limited relevance, or
but indicating some evidence of Incomplete notes indicating some
understanding in relation to the field in evidence of understanding appropriate
general. methods.
Fail Little or nothing of relevance in answer Little or nothing of relevance in answer
1-19% to question. to question.
or or
Comprehensive mistakes, failures and Comprehensive mistakes, failures and
misunderstandings, showing that little misunderstandings, showing that little or
or nothing of value has been understood nothing of value has been understood
from course material. from course material.
Fail No attempt or attempt so little that it No attempt or attempt so little that it
0.00% cannot be assessed cannot be assessed
Note: In answers where successive stages of a multi-part question depend on the results to
earlier stages, appropriate credit should be given for intelligent and well-explained attempts to
answer subsequent stages, albeit that an error made in an earlier stage invalidates the answer.
5. The assessments are open book, so students’ answers might be quite
different to what you are used to. More than ever, it is highly recommended
that the Responsible Examiner considers a sufficient sample of assessments
before starting the marking process so that a detailed marking scheme is
designed and applied consistently by the assistant markers and examiners.
6. Once the online assessment has taken place, the Responsible Examiner
should distribute the marking according to the marking allocation. A virtual
meeting should be held to discuss the marking criterion, the marking
procedure and check at an early stage that all examiners will be using
common standards of marking. An answers document, including a detailed
marking scheme covering all the questions and sub-questions, should be
provided to the examiners.
• For all mathematical, econometric and problem-based questions, the
Responsible Examiner should provide their co-examiners with worked
answers.
• For essay-based questions, sample answers should be provided,
especially when less experienced markers are involved.
It is important that all examiners are made aware of the short time-scale for
completion of their marking and it is recommended that each individual is
notified of the deadlines by which the tasks allocated to them need to be
completed. The observance of deadlines is essential in order to avoid a
concentration of marking being submitted towards the end of the marking
period and to enable both Moderators and External Examiners to have
sufficient time in which to carry out important quality assurance checks on the
standard of marking.
