Marking standards guide

The range of marks corresponding to the grades is as follows:

Pass (50-64)
At this level, the student:

• Must have attempted to answer the question.
• Must not contain a large number of factual errors.
• Must demonstrate some understanding of a broad criminological question.
• Must not plagiarise.

The essay may well contain:

• Little structure (i.e. no clear flow to the essay, misunderstanding of structure).
• No evidence of wider reading.
• Problems with expression.
• Problems with referencing.

This is a very broad category, and improvement on one or more of the problems will obviously raise the mark within the grade.

H3 (65-69)
In addition to the requirements for pass this essay needs to demonstrate that the student is 'coming to grips with the topic'. This may be demonstrated in an essay that has some interesting points but lacks any coherent direction.

The student:

• Needs to demonstrate some evidence of wider reading.
• Should not demonstrate major problems with expression, unless this is a reason for bringing down from a higher grade.

The essay may well contain:

• Poor structure, (some flow to the essay but for example may omit an introduction or conclusion).
• Some factual error, but not enough to distract from the essay as a whole.
• Limited wider reading that demonstrates no real attempt to "sort" the reading.

H2B (70-74)
This grade should demonstrate competent work, although the standard may be patchy.

• The essay should contain:
• Development of your own ideas which are developed from the reading, in conjunction with relevant lecture material.
• The development of a line of argument, critical thought or analysis which adds to development of the essay. This does not mean a polemic, an appreciation of totality of the debate is essential.
• A range of reading which adds to the understanding of the topic.
• Clear structure, i.e. must include introductions and conclusions, although these may contain room for improvement.
• Clear referencing.

The essay may contain:

• Limited factual error which may come through lack of consulting up to date sources and relying on out of date material. However this material must not form the basis of the essay. For example an essay based on the assumption there remain large numbers of young women in detention in Victoria, although this is obviously of historical relevance.
• Variable quality. If this is the case, there should be some work of a very high (H2A or above) standard, including possible 'flashes of brilliance' interspersed with lower level work. If the highest standard achieved is only a H2B level, and the essay patchy, the essay is an H3 standard.

H2A (75-79)
This mark demonstrates a high degree of competence, particularly at an introductory level course. It must include:

• Development of your own ideas which are developed from a wide range of reading, in conjunction with relevant lecture material.
• The development of a clear line of argument or train of thought which is consistent throughout the essay.
• A range of reading which adds to the understanding of the topic.
• Clear structure.
• Clear referencing.
• Consistent high standard, there should be little or no variable quality.

H1 (80-100)
Should fulfil all the requirements for H2A:

• Development of your own ideas which are developed from a wide range of reading, in conjunction with relevant lecture material.
• The development of a clear line of argument which is consistent throughout the essay.
• A range of reading which adds to the understanding of the topic.
• Clear structure.
• Clear referencing.
• Consistent high standard, there should be little or no variable quality.

In addition

• The essay should contain creative thought/analysis of the topic in question.
• It should reflect an intelligent use of the literature, although this does not necessarily mean extensive amount of literature. (i.e. pages and pages!)
• It should compare favourably with published academic work.

Please note that all failed essays will be cross marked

Please note also that current Faculty of Arts policy requires that the distribution of grades for first year subjects averages 70%.

Students are advised that their work will continue to be marked on its academic merit, in relation to these grade descriptions and taking into account the type of assessment used.

Each department will now be asked to mark students who pass a subject to a consistent Faculty-wide scale at each year level. This is the policy: The point of central tendency (defined as the average of marks between 50% and 100%) in the awarding of grades in any department should be:

• 70% for the first-year cohort
• 72% for the second-year cohort
• 74% for the third-year cohort