[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-164992-en":3,"doc-seo-164992-105":30,"detail-sidebar-cat-1-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},164992,1374402739827,"Nguyễn Văn Học","https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660",1,11,"Presentations","Generic Marking Criteria by Level - sample guide","Generic Marking Criteria by Level provides an organised bank of generic marking criteria across common criterion areas typically assessed in higher education. Criteria are mapped to different levels used across HE (excluding Level 8), with Level 3 examples including areas such as content and argument. The resource supports constructing bespoke assessment criteria and grade descriptor statements by adapting the templates to specific learning outcomes, disciplines, and assessment methodologies, including flexibility around grade boundaries.","Generic Marking Criteria by Level\nAuthor(s): Dr Sam Saunders\nDescription:\nThis tool contains an organised list of generic marking criteria that are organised across the common criterion areas usually assessed, and then organised into the different levels that appear across HE (with the exception of Level 8). For example, under ‘Level 3’, you will find generic marking criteria for the common criterion areas such as ‘content’ or ‘argument’, which are designed to help you write your own criteria for your assessments.\nInstructions for Use:\nConsult this tool for help with constructing your own marking criteria. You should adapt the generic criteria here and place them into the context of your own assessments, which will naturally be influenced by the discipline and module on which the assessment exists.\nIf you find this resource useful, please feel free to share with others. Please do so, while also retaining this cover sheet. If you are using this resource from outside the University of Liverpool, we would ask you to attribute our text – thank you.\n© 2023 by the University of Liverpool, Centre for Innovation in Education.\u000bGeneric Marking Criteria by Level (UG) by Sam Saunders is made available under a \u0013 HYPERLINK \"http://creativecommons.org/licenses/by-nc/4.0/\" \\t \"_blank\" \\o \"Creative Commons Attribution-NonCommercial 4.0 International License\" \u0014Creative Commons Attribution-NonCommercial 4.0 International License\u0015.\nGeneric Marking Criteria by Level\nBelow are listed some sample, generic marking criteria across each level, which have been organised by the common assessment Criterion Areas that are also present in the Generic Rubric Template available in the Assessment and Feedback Toolkit. Use these to construct your own assessment criteria and/or grade descriptor statements for use in your assessments and rubrics, according to your discipline and the assessment methodology. These should be specific to the learning outcomes of your course. Please note, these generic grade descriptors can only provide you with a broadly-based guidance for writing your own. They should be used in conjunction with the assessment type descriptors to create bespoke grade descriptors for your specific module.\nYou should also note that you are not required to use every 10-mark grade boundary if your rubric does not fit into this structure – you can blend some descriptors together if your rubric has, for example, 0-29 as a grade bracket, as opposed to 0-9, 10-19 and 20-29 grade brackets.\nThis resource has been adapted from \u0013 HYPERLINK \"http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/lts/genericassessment/\" \u0014the University of Exeter’s generic marking criteria\u0015 alongside the Quality Assurance Agency’s (QAA) Framework for Higher Education Qualifications (FHEQ).\nLevel 3\nLevel 4\nLevel 5\nLevel 6\nLevel 7","cbCairkgVwU9gis0","https://ap.wps.com/l/cbCairkgVwU9gis0","docx",147971,18,"English","en",105,"# Instructions for Use\n## Adapting the generic criteria\n## Using grade boundaries flexibly\n## Source and licensing notes\n# Generic marking criteria by level\n## Level 3\n## Level 4\n## Level 5\n## Level 6\n## Level 7","[{\"question\":\"What does the resource provide for assessment design?\",\"answer\":\"It provides a structured list of generic marking criteria organized by common criterion areas and mapped to HE levels, helping teams draft their own criteria and grade descriptors.\"},{\"question\":\"How should the generic criteria be used in practice?\",\"answer\":\"Consult the tool to adapt the generic criteria to the discipline, module, assessment type, and specific learning outcomes used in the course.\"},{\"question\":\"Are all level boundaries and grade brackets required to be used exactly as shown?\",\"answer\":\"No. Grade boundary points can be blended or adjusted to match the rubric structure, such as using combined ranges instead of separate 0-9/10-19/20-29 bands.\"}]","Generic Marking Criteria by Level - 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