University of Exeter Grading System
6.2 Marking Scheme
For the assessment procedures for the undergraduate and postgraduate taught students see the Handbook for Assessment, Progression and Awarding: Taught Programmes.
Different disciplines also publish marking schemes, which apply the University standards to the requirements of work in particular fields, so students are advised to refer to advice published by relevant departments.
The assessment criteria below characterise the level of complexity, demand and relative autonomy expected of your students at each level of the curriculum. The ‘by level’ structure maps to Qualifications and Credit Framework (QCF) curriculum levels, and is underpinned by the need for your students to progress from one level to the next. These criteria draw on QAA and SEEC guidelines,
How should the generic criteria be used?
These criteria are designed to be a reference point for assessment criteria in your subject area. Where the generic criteria are deemed by subject leaders to be sufficient, they can be used directly for assessing students’ learning in that subject. Subject groups are encouraged to use the generic criteria as a basis for evaluating and developing their own, more subject-specific criteria for each level of their own taught curriculum. This is particularly appropriate for numeracy-based STEMM subject areas. In addition, you may well need more specialised criteria for particular forms of assessment, for example oral and group assessments. The Academic Development Team can provide examples of these, and can help you to develop them in ways appropriate for your subject. Should you require more guidance on the use and development of assessment criteria, please contact me.
The generic criteria can also help guide you in writing Intended Learning Outcomes (ILOs) at each level of the curriculum, including those needed for programme specifications and module descriptors. On a programme overall, students should be able to demonstrate achievement at the appropriate level across the different descriptor categories, including those described as ‘skills for life and employment’. The generic criteria can therefore help guide you in the design of your programmes.
There should be a logical relationship between your module’s ILOs and the criteria used for assessing student learning on that module, at that level of the curriculum.