Economics Undergraduate Assessment Criteria | University of Manchester

Grade descriptors Non-Quantitative Assessment Criteria

Very High First Class (90-100)

Such answers are exceptional and fully answer the question demonstrating the attainment of all learning objectives and in adherence to all guidelines.  The answer will be expected to show an exceptional level of achievement with respect to the following criteria:

• insight and depth of understanding of the material;
• the exercise of critical judgment along with clarity of analysis and of expression;
• comprehensiveness and accuracy;
• knowledge of the relevant literature;
• demonstration of elements of creative and independent thinking.

High First Class (80-89)

Such answers are outstanding and provide a near-full and well-structured answer to the question and can be expected to indicate an outstanding level of achievement of all of the following qualities:

• insight and depth of understanding of the material;
• the exercise of critical judgment along with clarity of analysis and of expression;
• comprehensiveness and accuracy;
• knowledge of the relevant literature.

First Class (70-79)

Such answers are excellent and provide a largely– full and well-structured answer to the question and can be expected to indicate excellence in some or most of the following qualities:

• insight and depth of understanding of the material;
• the exercise of critical judgment along with clarity of analysis and of expression;
• comprehensiveness and accuracy;
• knowledge of the relevant literature.

Upper-second Class (60-69)

Such answers are very good and provide a generally well-structured answer to the question and can be expected to indicate some of the following qualities:

• generally accurate and reasonably comprehensive understanding of the material;
• clarity of analysis, of argument and of expression;
• demonstrating a sound understanding of the relevant data;
• a demonstrable grasp of the important contributions of the relevant literature.
• some evidence of insight

Lower-second Class  (50-59)

Such answers are good and provide a clear and substantially correct answer to the question.  They can be expected to show most of the following features:

• generally firm understanding of the material; but with some omissions or errors
• clarity of analysis and argument, albeit limited in extent;
• some awareness of the relevant data and the relevant literature.
• Some elements of the answer may be irrelevant to the question asked

Note: What distinguishes a high Lower-second Class from a low Upper-second Class is greater extent of understanding of material and clarity of analysis and argument, as well as at least some selective knowledge of the relevant literature, not mere awareness of its existence. It should also demonstrate an ability to evaluate, where appropriate, the secondary sources used in writing the answer and should, where appropriate, offer evidence of an ability to evaluate empirical evidence.

Third Class  (40-49)

Such answers are sufficient and demonstrate a rudimentary understanding of the issues and offer only partial answers to the question.  They can be expected to show some of the following features:

• sparse coverage of the material with several key elements missing;
• unsupported assertions, possibly in note form and not supported by authority or evidence;  a lack of clear analysis or argument;
• some major errors and inaccuracies.

Fail  (30-39)

Such answers are insufficient and, while showing some awareness of the area, fail to deal with the question in a way that suggest more than a fragmented and shallow acquaintance with the subject.  They are often error-prone, lacking in coherence, structure and evidence of independent thought. These answers typically:  contain very little appropriate or accurate material;

• only cursorily cover the basic material;
• are poorly presented without development of arguments.

Bad Fail  (20-29)

Such answers are inadequate and fail to demonstrate the ability to engage with the question.  They demonstrate only the most basic awareness of the area and may contain important errors.  They will be almost completely lacking in coherence, structure and evidence of independent thought.

Very Bad Fail (10-19)

Such answers are severely inadequate and exhibit an almost complete lack of engagement with the area or question.

Extremely Bad Fail (0-9)    

Such answers are profoundly inadequate and exhibit a complete lack of engagement with the area or question.

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