Marking Standards for Asian Studies Units

This guide indicates broadly the qualitative judgements implied by the various grades that may be awarded. Evaluation is made with due consideration of the different standards likely to be achieved by Junior and Senior students, and of the specific purposes of particular assessment tasks (e.g., “thought pieces” as opposed to research essays), and of the instructions given to the students, etc. Work that contains plagiarism is dealt with in accordance with the applicable Academic Board and Senate policies.

Fail (Below 50%)
Work that does not achieve the minimum levels of scholarship required of university-level courses.
Work may fail for any or all of the following reasons: lack of sufficient research using appropriate sources; irrelevance of content; failure to answer the specific question or treat the specified theme; wholesale lack of analysis or interpretation; unacceptable levels of paraphrasing; excessive reliance on quotations; presentation, grammar or structure so deficient that work cannot be understood.

Pass (50-64%)
Low Pass (50-57%)
Work of an acceptable standard.
Written work meets minimum requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. However, there is evidence of significant gaps or inadequacies in reading, comprehension, and research. It makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation, though there may be weaknesses in particular areas.

High Pass (58-64%)
Work of satisfactory merit.
Evidence of competent reading skills and substantial grasp of subject matter. Writing demonstrates satisfactory ability to summarize or encapsulate the readings, to organize the argument, and to adequately document the proofs to the argument.

Credit (65-74%)
Work of considerable merit.
Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, and demonstrates an effort to go beyond the essential reading. It contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate writing, with research properly documented.

Distinction (75-84%)
Work of high achievement and competency.
Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, proposes an original and valid thesis, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to an existing debate. Some evidence of ability to think theoretically as well as empirically, and to conceptualise and problematise issues in terms of the relevant discipline. Well written and documented. Clear capacity to complete the Honours program.

High Distinction (85%+)
Work of superior and exceptional standard.
It demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, and innovative interpretation of evidence. It makes an insightful contribution to debate in the relevant discipline, engages with values, assumptions and contested meanings contained within original evidence, and develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style and precision. The work may suggest that the author has research potential in such ways as the following: critical insights into the work of one or more established scholars; the proposal of a new perspective from which to view a problem; the identification of a problem not adequately recognised in the existing literature. Work that definitely should be continued in the Honours program.