Demonstrates GOOD BUT INCONSISTENT factual and\/or conceptual knowledge base CONSISTENT evidence of reading from DIRECTED REFERENCE list for module only. Demonstrates CONSISTENT COMMENTARY on results OR methodology and sources of bias in literature<\/div>\n<\/div>\n<\/div>\n<\/td>\n
\n\n \n <\/div>\n C<\/div>\n Demonstrates BASIC factual and\/or conceptual knowledge base SOME evidence of reading from DIRECTED REFERENCE list for module. Demonstrates BASIC COMMENTARY on results OR methodology and sources of bias in literature<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n D<\/div>\n Demonstrates LIMITED factual and\/or conceptual knowledge base LIMITED evidence reading from DIRECTED REFERENCE list for module. Demonstrates LIMITED COMMENTARY on results OR methodology and sources of bias in literature<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n F<\/div>\n Demonstrates POOR or NO factual and\/or conceptual knowledge base NO evidence of reading relevant to the module. Demonstrates NO COMMENTARY on results OR methodology and sources of bias in literature<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n \n\n\n This criterion is linked to a learning outcome<\/span><\/span>Application of theoretical concepts<\/span><\/p>\n<\/div>\n <\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n\n\n\n\n \n <\/div>\n A<\/div>\n Demonstrates CONSISTENT integration of theoretical concepts and relates them to practice situations. Demonstrates CONSISTENT AWARENESS of service user OR broader professional or social context<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n B<\/div>\n Demonstrates EFFECTIVE integration of theoretical concepts and relates them to practice situations. Demonstrates EFFECTIVE AWARENESS of service user OR broader professional or social context<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n C<\/div>\n Demonstrates SOME integration of theoretical concepts and OCCASIONALLY relates them to practice situations. Demonstrates SOME AWARENESS of service user OR broader professional or social context<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n D<\/div>\n Demonstrates LIMITED integration of theoretical concepts and DOES NOT relate them to practice situations. Demonstrates LIMITED awareness of service user OR broader professional or social context<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n F<\/div>\n Demonstrates NO integration of theoretical concepts and DOES NOT relate them to practice situations. Demonstrates NO awareness of service user OR broader professional or social context<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n \n\n\n This criterion is linked to a learning outcome<\/span><\/span>Critical reasoning, analysis and evaluation of process<\/span><\/p>\n<\/div>\n <\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n\n\n\n\n \n <\/div>\n A<\/div>\n CONSISTENT use of established techniques of analysis relevant to the discipline. Demonstrates GOOD CRITICAL insight and DEMONSTRATES alternative positions \/ approaches. CONSISTENT evaluation of information to reach balanced conclusions \/ perspectives<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n B<\/div>\n EFFECTIVE use of established techniques of analysis relevant to the discipline. Demonstrates EFFECTIVE insight and DEMONSTRATES alternative positions \/ approaches. EFFECTIVE evaluation of information to reach conclusions \/ perspectives<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n C<\/div>\n ROUTINE use of established techniques of analysis relevant to the discipline. Demonstrates OCCASIONAL insight OR alternative positions \/ approaches. Evaluation of information to reach conclusions \/ perspectives is demonstrated but INCOMPLETE<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n D<\/div>\n LIMITED use of established techniques of analysis relevant to the discipline. Demonstrates LIMITED insight AND LIMITED AWARENESS of alternative positions \/ approaches. Evaluation of information to reach conclusions \/ perspectives is LIMITED OR UNBALANCED<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n F<\/div>\n INEFFECTIVE OR LACK OF use of established techniques of analysis relevant to the discipline. Demonstrates NO insight OR AWARENESS of alternative positions \/ approaches. Evaluation of information to reach conclusions \/ perspectives is ABSENT or VERY unbalanced<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n \n\n\n This criterion is linked to a learning outcome<\/span><\/span>Coherence and organisation of assessment (argument)<\/span><\/p>\n<\/div>\n <\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n\n\n\n\n \n <\/div>\n A<\/div>\n Introduction and Conclusion CONSISTENT with key points. COHERENT organisation of assessment AND CLEAR presentation of ALL KEY points.<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n B<\/div>\n Introduction and Conclusion EFFECTIVE and reflects MOST key points. COHERENT organisation of assessment AND EFFECTIVE presentation of KEY points.<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n C<\/div>\n Introduction and Conclusion ROUTINE and reflects SOME key points. SOUND organisation of assessment with SOME KEY points presented INCONSISTENTLY.<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n D<\/div>\n Introduction and Conclusion present but UNCLEAR in relation to key points. SOME organisation of assessment with SOME points presented BUT not FOCUSSED.<\/div>\n<\/div>\n<\/div>\n<\/td>\n \n\n \n <\/div>\n F<\/div>\n Introduction and Conclusion NOT PRESENTED or VERY UNCLEAR. POOR organisation of assessment with SOME points presented BUT not RELEVANT or VERY UNCLEAR.<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n \n\n\n This criterion is linked to a learning outcome<\/span><\/span>Communication clarity and style \u2013 incl. spelling, grammar, punctuation, reference style<\/span><\/p>\n<\/div>\n <\/div>\n<\/div>\n<\/div>\n<\/td>\n \n | | | | | | | | | | | | | | | | | | | | | | | | | |