Assessment Pillars and Generic Grading Descriptors: Level 7

These descriptors are aligned to the SEEC level 7 descriptors (2021) as generic or transdisciplinary by design. They encompass learning in most learning,
work and practice contexts. Courses and modules in different learning, work and practice areas will emphasise different aspects of the descriptors.

Summary credit level 7 descriptor

Applies a systematic understanding of areas of knowledge and advanced skills in abstract and unpredictably complex learning, work or practice contexts. Acts autonomously to make strategic
decisions taking responsibility for outcomes and for leading the systematic and critical evaluation of own and others’ capabilities, performance and development. Uses specialist techniques, advanced
methodologies and criteria to systematically analyse, evaluate, organise and communicate incomplete and/or contradictory information and data. Designs and develops advanced specialist projects
and/or activities to strategically enhance own and/or others learning, work or practice.

NOTE: Pass Mark (UG: 50% [Algorithm % pointL 52]) represents the minimum, threshold standards which students should meet in order to pass a module, progress through their programme and be
awarded a degree.

ASSESSMENT Fail (44%-0) Marginal Fail (45%-49%) Pass (50%-59%) Merit (60%-69%) Distinction (70%-100%)
PILLARS 1-4 Algorithm % points: Algorithm % point: Algorithm % points: Algorithm % points: Algorithm % points:
aligned to Core 30 & 40 48 52, 55, 58 62, 65, 68 72, 82, 92, 100
Competencies*
and key Threshold level
knowledge, skills,
and abilities.
1. EXPLORE
Research & Analysis No evidence of research and Research and/or analysis Research & analysis includes Research & analysis includes Research & analysis
Relevant sources analysis. is incomplete, irrelevant or further sources, though largely additional sources and guidelines surpasses provided
and use of inaccurate reflects provided information and/or shows coherent sources and guidelines
information and guidelines understanding and/or shows in-depth/well-
developed understanding

Sources are No referencing and/or Incomplete, inaccurate Complete, accurate and Complete and accurate referencing Complete and accurate
referenced significant errors in referencing and/or inconsistent consistent approach to applied consistently throughout with referencing applied
approach to referencing referencing with some errors. minimal errors consistently throughout

Subject Knowledge No evidence of factual and Little evidence of factual Some evidence that A comprehensive understanding of Evidence of broad, factual
Understanding of conceptual understanding of and conceptual understanding has been the subject appropriate to this level. and conceptual
theories and the subject. understanding of the enhanced through wider There is evidence of wider reading understanding of the
concepts, ideas subject reading, but still limited to basic which goes beyond what has been subject relative to the level
and/or methods Provided information is not texts. provided. developed through
used. Partial reproduction of extensive reading.
provided information.

No evidence of evaluation of Inaccurate evaluation of Structured and accurate Coherent and well-developed In-depth and insightful
strengths and weaknesses strengths and weaknesses evaluation of strengths and evaluation of strengths and evaluation of strengths and
weaknesses weaknesses weaknesses

1
 Critical Thinking & No evidence of reflective Unclear and/or inaccurate Most elements of the practice/ Systematic reflective process using All elements of the
Reflection process. process for reflection identification of reflective model most/all element, and relevant practice/ identification of a
Reflective process used for reflection. concepts reflective model used for
adopted reflection to an outstanding
level

No evidence of reflective Little or limited evidence of Reasonable approach to Comprehensive approach to Thorough approach to
thinking to evaluate beliefs, reflective thinking to reflective thinking utilised to reflective thinking utilised to evaluate reflective thinking utilised to
biases and assumptions evaluate beliefs, biases evaluate beliefs, biases and beliefs, biases and assumptions evaluate beliefs, biases
and assumptions assumptions and assumptions
Problem Solving No evidence of appropriate Little or limited evidence of Appropriate problem-solving Appropriate problem-solving method/ Problem-solving method/
Use of techniques problem-solving methods/ appropriate problem- methods/ techniques generally techniques used systematically to techniques used with
and formulatiom of techniques to investigate given solving method/ techniques used to investigate given investigate given problem expertise to investigate
recommendations problem to investigate given problem given problem
problem

No appropriate Additional work is needed Reasonable coverage and/or Comprehensive coverage and/or Thorough and accurate
recommendation(s) formulated. to formulate relevant mostly accurate synthesis of accurate synthesis of information to synthesis of information to
recommendation(s) information to formulate useful formulate applicable formulate well reasoned
recommendation(s) recommendation(s) and applicable
recommendation(s)
2. CREATE
Ideation No evidence of synthesis of Lacks synthesis of Reasonable synthesis of Comprehensive synthesis of Thorough synthesis of
Creativity, information and ideas information and ideas information and ideas information and ideas information and ideas
coherence and
originality No evidence of coherence, Lacks coherence and/or Evidence of ability to formulate Formulates comprehensive creative Formulates creative and/or
creativity or originality in creativity and/or originality meaningful creative/original and/or original coherent proposal(s) original coherent
formulation in formulation and/or coherent proposal proposal(s)
to a consistently high level

No evidence of identification of Lacks evidence of Evidence of identification of Evidence of identification of relevant Evidence of identification of
relevant interests and values, identification of relevant relevant interests and values, interests and values, appropriately relevant interests and
appropriately applied to the interests and values, appropriately applied to the task applied to the task demonstrating values, appropriately
task appropriately applied to the demonstrating reasonable comprehensive understanding applied to the task
task understanding demonstrating innovation

Experimentation No evidence of principles, Lacking application of Reasonable attempt to apply Appropriate application of principles, Effective application of
Use of principles, frameworks, criteria and principles, frameworks, principles, frameworks, criteria frameworks, criteria and/or principles, frameworks,
frameworks, criteria, techniques /methods applied to criteria and/or techniques/ and/or techniques/methods to techniques/methods to criteria and/or
techniques, methods experimentation methods to experimentation experimentation techniques/methods to
experimentation experimentation

No evidence of analysis and Little evidence of analysis Meaningful analysis and/or Comprehensive analysis and Thorough and insightful
evaluation of relevant and/or evaluation of evaluation of relevant evaluation of relevant information analysis and evaluation of
information and data relevant information and information and data and data relevant information and
data data

2
 No evidence of theory related Little evidence of theory Reasonable application of Application of theory to practice Application of theory to
to practice related to practice. theory to practice and/or demonstrates comprehensive practice demonstrates
understanding of application of understanding applicable to different innovation and/or insight
knowledge to other contexts. contexts

Technical No evidence of technical Little evidence of technical Technical competence: Technical competence: Technical competence: expert
Competence competence competence capable proficient
Understanding and Technology used with expert
skill in using Absence of any use of Limited use of technology Technology used with Technology used with understanding and/or skill, with effective
technology technology or used inappropriately/ appropriate understanding comprehensive integration and execution of task
effectively poorly and/or integration understanding and/or skill
with effective integration
Communication & No evidence of organisation or Lacks organisation and Appropriate organisation and Comprehensive organisation and Well thought out
Presentation structure structures structure structure organisation and structure
Structure and
content of verbal Presentation does not follow Presentation format is Presentation format is Presentation format is effective. Presentation format is
presentations required format. unclear and confusing appropriate innovative.

Information is irrelevant. Does Limited and/or inaccurate Information is accurate and All information is accurate, relevant Well informed and accurate
not address the task. information. Misses the aim mostly relevant to the task, to the task, comprehensive and information, relevant to the
of the task. includes most key points clearly presented task with additional insights

No evidence that the specialist Specialist needs of the Evidence that the specialist Evidence that the specialist needs of Evidence that the specialist
needs of the audience are audience misunderstood needs of the audience are the audience are fully understood needs of the audience are
understood. generally understood and met and met at a comprehensive level fully understood and met at
a professional level

Significantly under/over timing Timing or word count not Timing and/or word count within Excellent timing and/or working Professional approach to
or word count within limits appropriate limits within required word limits structure, logical flow and
excellent timing and/or
presenting within required
word limits

Structure and No introduction Introduction is unclear Introduction outlines the Introduction defines terms and Introduction sets the
presentation of written and/or needs to be clearly subject, but is limited in detail outlines how the work will be context, defines terms and
reports / assignments aligned to the assessment and clarity presented outlines the structure of the
work to be presented

No evidence of appropriate use Paragraphs tend to be Generally, each paragraph Each paragraph focuses on one idea Each paragraph focuses on
of paragraphs either too long (with more covers only one main idea. one idea.
than one idea) and/or
unclear

No structure or logical order to Structure is lacking in The flow of arguments between Appropriate structure Clear structure which links
paragraphs appropriate organisation of paragraphs could be clearer each paragraph.
paragraphs

No evidence of a discussion Discussion is missing key Reasonable discussion of main Discussion clearly presents key Discussion of ideas shows
section points points and ideas points with some critical awareness evidence of critical debate
and insights

3
 No evidence of a succinct Conclusion does not Conclusion could be improved Clear and concise conclusion Conclusion is clearly
conclusion which summarises summarise the main points with a clearer summary of key covering key points written and brings together
the main points. and should not introduce points the key points directly
new ideas related to the assessment

English Language Very poor English and/or very Poor choice of words Reasonable choice of words Choice of words and sentence Excellent use of words and
Ability inappropriate style and/or sentence and sentence construction, construction leads to comprehensive sentence construction is
Use of words, construction leads to a loss conveys meaning appropriately material highly relevant and fluent.
sentence construction, of flow and clarity
grammar, and
punctuation Unstructured and/or incoherent Structure is weak or Structure lacks coherence Stucture is coherent and logical Well organised, develops
lacking. Material is and/or flow in places showing progression in argument flow and progression with
incoherent in places well-structured argument

Extensive inaccuracies Many spelling, punctuation Few spelling, punctuation, Minimal spelling, punctuation, Minor/no spelling,
and/or grammatical and/or grammatical and/or grammatical and/or typographical punctuation, grammatical
typographical errors. typographical errors. errors. and/or typographical errors.

3. INFLUENCE
Social Impact No evidence of consideration Limited consideration or Competent application of Integration of responsible working Fluent integration of
Positive social- or engagement regarding engagement regarding working methods and practice with regards to responsible working
cultural influence social/cultural impact of social/cultural impact of awareness of responsible social/cultural impact on broader practices with regards to
working practices in broader working practices in professional practice with contexts with evidence of reasoned social/cultural impact on
contexts and/or exploration of broader contexts and/or consideration of social/cultural decision-making broader contexts supported
options exploration of options impact on broader contexts and by well-argued decision
awareness of options making

Ethical Impact No evidence of ethical and Incomplete and/or Emerging awareness of Developing awareness of relevant Detailed awareness of
Ethical awareness professional values inadequate awareness of relevant ethical and ethical and professional values relevant ethical and
and responsibility ethical and professional professional values professional values
values

No evidence of identification of Limited evidence of Reasonable evidence of Evidence of broad/comprehensive Evidence of detailed
ethical issues and impact or identification of ethical identification of ethical issues knowledge and understanding in knowledge and
consideration of solutions for issues and impact and impact identifying ethical issues and impact understanding in identifying
positive environmental impact ethical issues and impact

Environmental No evidence of consideration Incomplete and/or Often advocates for positive Consistently advocates for positive Extensively advocates for
Impact of environmental impact or inadequate consideration environmental impact and/or environmental impact and/or positive environmental
Positive solutions for positive of environmental impact or solutions for positive solutions for positive environmental impact and/or solutions for
environmental environmental impact solutions for positive environmental impact impact positive environmental
influence environmental impact impact

No evidence of identification of Limited evidence of Reasonable evidence of Consistent evidence of identification Considerable evidence of
personal convictions in relation identification of personal Identification of personal of personal convictions, in relation to Identification of personal
to environmental impact convictions in relation to convictions in relation to environmental impact convictions, in relation to
environmental impact environmental impact environmental impact

4
 4. INTEGRATE
Collaboration No evidence of interpersonal, Limited evidence of Evidence of emerging Evidence of developed/ Evidence of mature/expert
Working effectively team and networking skills to interpersonal, team and competence/competence in well-developed interpersonal, team interpersonal, team and
with others support team performance networking skills to support interpersonal, team and and networking skills to support team networking skills to support
team performance networking skills to support performance team performance in
team performance familiar contexts

No evidence of self awareness Limited evidence of self Evidence of developing self Generally coherent self awareness High level of self
and/or regulation of own and/or awareness and/or awareness and regulation of and regulation of own and others’ awareness and well-
others’ emotions, to enhance regulation of own and/or own and others’ emotions, to emotions, to enhance developed regulation of
communication, understand others’ emotions, to enhance communication, and communication, and understand own and others’ emotions,
and/or manage difficult social enhance communication, understand and/or manage and/or manage difficult social to enhance communication,
situations understand and/or manage difficult social situations situations and understand and/or
difficult social situations manage difficult social
situations

No evidence of relating to and Limited evidence of relating Evidence of competent Evidence of thoughtful and sensitive Evidence of insightful and
working effectively within to and working effectively examples of relating to and examples of relating to and working sophisticated examples of
groups and/or across cultures within groups and/or across working effectively within effectively within groups and/or relating to and working
including group/intercultural cultures including groups and/or across cultures across cultures including effectively within groups
engagement, socio-cultural group/intercultural including group/intercultural group/intercultural engagement, and/or across cultures
understanding and within engagement, socio-cultural engagement, socio-cultural socio-cultural understanding and including group/intercultural
group/intercultural understanding and within understanding and within within group/intercultural engagement, socio-cultural
communication group/intercultural group/intercultural communication understanding and within
communication communication group/intercultural
communication

Group presentation No evidence of effective Limited evidence of Presentation shared Evidence of sharing Evidence of sharing
teamwork or sharing of teamwork or sharing of but with poor transition presentation role equally presentation role equally
workload workload and/or evidence of and with good transition with evidence of
shared workload and evidence of shared professional approach to
workload transition/presenting key
aspects of the presentation
and teamwork and
workload management
Entrepreneurship & No evidence of entreprenurship Limited evidence of General/broad evidence of Specific and/or consistent evidence Considerable evidence of
Enterprise developing entreprenurship entreprenurship from innovative of entreprenurship evidenced through entreprenurship in terms of
Utlising creativity, in the form of innovative ideas, developments, and/or innovative ideas, developments, innovative ideas,
innovation and ideas, developments services as real or potential and/or services established as real or developments, and/or
problem solving and/or services as real or business ventures. potential business ventures. services established as
potential business real or potential business
ventures. ventures.

No evidence of enterprising Limited evidence of General/broad evidence of an Specific and/or consistent evidence Considerable evidence of
approach developing an enterprising enterprising approach to a of an enterprising approach to a an enterprising approach to
approach to a complicated complicated or difficult project, complicated or difficult project, a complicated or difficult
or difficult project, utilising utilising creativity, flexible utlising creativity, flexible thinking, project, utlising creativity,
creaitivty, flexible thinking, thinking, problem solving and problem solving and identification of flexible thinking, problem
problem solving and identification of opportunities. opportunities. solving and identification of
identification of opportunities.
opportunities.

5
 Professional No evidence of taking Limited evidence of taking General/broad evidence of Specific and/or consistent evidence Considerable evidence of
Development responsibility for the evaluation responsibility for the responsibility for the evaluation of taking responsibility for the takeing responsibility for
Commitment to of own capabilities evaluation of own of own capabilities evaluation of own capabilities the evaluation of own
continuous self capabilities capabilities
development within
own profession No evidence of determining Limited evidence of General/broad evidence of Specific and/or consistent evidence Considerable evidence of
and engageing in own determining and engageing determining and/or engageing of determining and/or engageing in determining and/or
professional development in own professional in own professional own professional development engageing in own
development development professional development