Level 6

In accordance with the FHEQ, at the end of Level 6 students should have coherent and detailed knowledge and understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem. They should be able to communicate information, ideas, problems and solutions effectively to both specialist and non-specialist audiences.

Assessment category

Pass mark, demonstrating achievement of all associated learning outcomes

Marginal fail

Fail

1^st: 70% – 100%

2:1: 60% – 69%

2:2: 50% – 59%

3^rd: 40% – 49%

35% – 39%

20% – 34%

< 20%

Coherent and detailed knowledge and understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline

High quality work showing coherent, deep and highly detailed knowledge and understanding of subject matter, explicitly wellinformed by the latest research and/or advanced scholarship within the discipline.

Work of solid quality showing competent and consistent knowledge and understanding of subject matter, informed by the latest research and/or advanced scholarship within the discipline.

Adequate work showing knowledge and understanding of subject matter, but lacking depth and breadth. Awareness of the latest research and/or advanced scholarship within the discipline.

Simple factual approach showing limited knowledge and understanding of subject matter. Narrow or misguided selection of material, with elements missing or inaccurate. Limited awareness of the latest research and/or advanced scholarship within the discipline.

Weak work showing

limited but fragmentary knowledge and understanding of the

subject matter, for example through inaccuracies, inclusion of irrelevant material and/or absence of appropriate information. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Unsatisfactory work showing weak knowledge and understanding of subject matter. Work contains serious

inaccuracies and/or

a significant amount of irrelevant material. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Highly unsatisfactory work showing major gaps in knowledge and understanding of subject matter. Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Cognitive and intellectual

skills 

Excellent use of critical evaluation skills to make wellinformed and highly coherent judgements and arguments and/or creatively solve problems. Clearly articulates the significance of relationships between a range of ideas and concepts, enabling a new perspective to be applied. Use of a wide range of relevant supporting evidence. Work shows excellent originality and creativity of thought and approach.

Sound use of critical evaluation skills to make well-informed judgements and arguments and/or solve problems. Usually articulates the significance of relationships between a range of ideas and concepts. Use of a good range of relevant supporting evidence. Work shows significant evidence of originality and creativity which contributes to the overall assignment.

Use of critical evaluation skills to make largely logical and coherent judgements and arguments and/or solve problems, but with gaps and/or inconsistencies. Use of an adequate range of relevant supporting evidence. Work provides examples of

originality and creativity, which enhances aspects of the assignment.

A limited use of critical evaluation

skills to support emerging judgements and arguments and/or solve problems, although not always logical or coherent and with inaccuracies. Arguments not always developed, and gaps in supporting evidence. Little evidence of originality or creativity.

Largely descriptive work, with weak and superficial use of critical evaluation skills to develop judgements and arguments and/or solve problems. Information accepted uncritically, with weak use of evidence resulting in unsubstantiated opinions. No evidence of originality or creativity.

Descriptive work with no effort made to use critical evaluation skills to develop judgements and arguments and/or solve problems. Views

expressed are often illogical, invalid or irrelevant. Minimal or no use of evidence to back up views. Completely lacking in originality and creativity.

Work is largely irrelevant or inaccurate, characterised by

descriptive text and unsubstantiated generalisations. Minimal or no use of evidence to back up views.

Application of theory to practice (for courses with a professional practice element)

Excellent understanding and evaluation of application of theory to practice, with the student making highly appropriate,

developed and

articulated links between the two, drawing skilfully on the latest research within the discipline.

Sound understanding and evaluation of application of theory to practice, with the student making clearly articulated and reasoned links between the two, informed by the latest research within the discipline. 

Mainly consistent, accurate and logical application of theory to practice, with the student making appropriate links between the two and evidence of evaluation. 

Relevant theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two and limited evidence of evaluation.

Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two and no evidence of evaluation.

Weak

understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two.

Very weak theoretical knowledge and understanding, with no evidence of appropriate application in practice.

Reading and referencing

Critical engagement with an extensive range of relevant reading, including literature informed by the latest research. Consistently accurate

application of referencing.

Critical engagement with a good range of relevant reading, including literature informed by the latest research Sound application of referencing, with no inaccuracies or inconsistencies. 

Engagement with an appropriate range of reading beyond essential texts, including literature informed by the latest research. Referencing may show minor inaccuracies or inconsistencies. 

Evidence of reading, largely confined to essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies.

Poor engagement

with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing.

Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing. 

No evidence of reading or engagement with taught elements. Absent or incoherent referencing. 

Presentation, style and structure *

Highly effective presentation of work that is coherently structured and clearly expressed throughout. 

Competent

presentation of work in terms of structure and clarity of expression. 

Work is structured in a largely coherent manner and is for the most part clearly expressed. 

Ordered presentation in which relevant ideas / concepts are

reasonably expressed.

Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. 

Work is poorly presented in a disjointed and incoherent manner. Information and ideas are very poorly expressed, with weak English and/or inappropriate style.

Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style.