An actant in modern computing does not act in isolation

Marks:

0-25 (Fail)

26-39 (Fail)

40-49 (3^rd)

50-59 (2.2)

60-69 (2.1)

70-85 (1^st)

86-100 (1^st)

Categories

Major gaps in

Gaps in knowledge

Threshold level.

Sound, routine

Good, consistent

Detailed knowledge

Highly detailed

Knowledge &

knowledge and

and superficial

Broadly accurate

knowledge and

knowledge and

and understanding of

knowledge and

Understanding of

understanding.

understanding.

knowledge and

understanding of

understanding of the

the main concepts/

understanding of

Subject

Significant

Some inaccuracies.

understanding of

the material, main

material, main

theories at this level.

material, concepts and

inaccuracies.

the material. Some

concepts and key

concepts and key

Beginning to show

theories at this level.

elements missing

theories.

theories at this level.

awareness of the

Awareness of the

and flaws evident.

Some flaws may be

limitations of the

ambiguities and

evident.

knowledge base.

limitations of

knowledge.

Cognitive/

Brief and

For the most part

Threshold level.

Issues identified

Good analytical

Very good analysis

Logical, articulate

Intellectual Skills

irrelevant.

descriptive. Views/

Some awareness

within given areas.

ability.

throughout.

analysis a consistent

Descriptive.

findings sometimes

of issues. Sense of

An emerging

Acknowledgement of

Perceptive and

feature. Persuasive

(e.g. analysis and

Only personal

illogical or

argument emerging

awareness of

views of others.

persuasive points

points made

synthesis; logic

views offered.

contradictory.

though not

different stances

Arguments generally

made within given

throughout the work

and argument;

Unsubstantiated

Generalisations/

completely

and ability to use

logical, coherently

area. Explicit

within a highly

analytical reflec-

generalisations.

statements made

coherent. Some

evidence to support

expressed, well

acknowledgement of

articuate, balanced

tion; organisation

Little or no at-

with scant

evidence

a coherent

organised and

other stances.

argument. Judiciously

and communica-

tempt to draw

evidence.

to support views,

argument.

supported.

Arguments well-

selected evidence,

tion of ideas and

conclusions.

Conclusions  lack

but not

Broadly valid

Sound conclusions.

articulated, and

drawn from relevant

evidence)

relevance  and/or

always consistent.

conclusions.

logically developed

research.

validity.

Some relevant

with a range of

Convincing conclusions.

 conclusions

evidence.

Strong conclusions.

Use of

No evidence of

Evidence of little

Threshold level.

Knowledge of

Knowledge of the

Critical engagement

Exceptionally wide

Research-

reading. Views

reading appropriate

Some evidence of

literature beyond

field of literature

with appropriate

range of relevant

informed

are unsupported

for the level of

reading, with super-

core text(s).

appropriately used to

reading. Knowledge

literature used critically

Literature

and non-

study, and/or in-

ficial linking to given

Literature used

support views. Re-

of research-informed

to inform argument,

authoritative.

discriminate use

text(s).

accurately but

search-informed

literature embedded

balance discussion

(including referenc-

Academic

of sources.

Some academic

descriptively.

literature integrated

in the work.

and/or inform problem-

ing, appropriate

conventions

Academic

conventions

Academic skills

into the work. Good

Consistently accurate

solving. Consistently

academic conven-

 largely ignored.

conventions used

evident and largely

generally sound.

use of academic

use of academic

accurate and assured

tions and academic

weakly.

consistent, but with

conventions.

conventions.

use of academic

honesty)

some weaknesses.

conventions.