Marking criteria
Your lecturers should provide you with detailed information about how you will be marked on an assessment before you submit it.
The marking criteria should be consistent with the learning outcomes and may be used to help you understand what is expected of you in an assessment.
It is a good idea to review the marking criteria before you start working on your assessment, and again while you are working on it.
Criteria from an oral exam - example of marking
| Dimensions | Excellent | Competent | Developing | Incomplete |
| Overall Comprehension | Deep and robust understanding of concepts | Some understanding of concepts | Superficial understanding of concepts | Relevant concepts not mentioned or explained incorrectly |
| Argument | Clearly articulates argument/ position | Limited scope of argument/ position | Unfocused or ambiguous argument/ position | Argument/ position is absent |
| Structure | Logic apparent in the progression of ideas, easy to follow | Idea progression is partly disjointed or intermittent, mostly possible to follow | Logic and flow is largely missing, sometimes difficult to follow | No clear progression of ideas, very difficult to follow |
(Modified from Ambrose et al., 2023)
Grading scale
Check the Grading scale page to translate ABCDFs into percentages and Grade Point Averages (GPA).