Critical Evaluation Toolkit

Explain grading standards to students

Students need to know what is expected of them. They need to understand the standards that apply for each grade awarded for assessment items. The skills of analysis and critical evaluation figure prominently in Griffith's policy for the award of grades, as the extract below demonstrates:

Griffith University's policy for the award of grades

"Students' results in courses are recorded using the following grades. The description that accompanies each grade is given as a guideline to assist comparability across the University, but these descriptions must be interpreted within the context of each course.

High Distinction (HD)
Complete and comprehensive understanding of the course content; development of relevant skills to a comprehensive level; demonstration of an extremely high level of interpretive and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the course.

Distinction (D)
Very high level of understanding of the course content; development of relevant skills to a very high level; demonstration of a very high level of interpretive and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the course.

Credit (C)
High level of understanding of course content; development of relevant skills to a high level; demonstration of a high level of interpretive and analytical ability and achievement of all major objectives of the course; some minor objectives not fully achieved.

Pass (P)
Adequate understanding of most of the basic course content; development of relevant skills to a satisfactory level; adequate interpretive and analytical ability and achievement of all major objectives of the course; some minor objectives not achieved.

Non-graded Pass (NGP)
Successful completion of a course assessed on a pass/fail basis, indicating satisfactory understanding of course content; satisfactory development of relevant skills; satisfactory interpretive and analytical ability and achievement in all major objectives of the course.

Fail (F)
Inadequate understanding of the basic course content; failure to develop relevant skills; insufficient evidence of interpretive and analytical ability; and failure to achieve some or all major and minor objectives of the course."

Griffith University Assessment Policy: Award of Grades.
Retrieved from the World Wide Web on 23 October, 2006.
http://www62.gu.edu.au/policylibrary.nsf/azcategory/65e95921348eb64c4a256bdd0062f3b0?opendocument - _4.0_Award_of

Comparative grading scheme

The following grading schema has been drawn and adapted from a North American context and provides some detail of the standards required when students' critical thinking is assessed

Analytical and Critical Evaluation skills

Low level (Fail) High level (High Distinction)

Student is not analysing issues clearly, not formulating information clearly, not accurately distinguishing the relevant from the irrelevant. Student is not identifying key questionable assumptions or relevant competing points-of-view. The student's work does not display discernible reasoning and problem-solving skills. Though critical thinking terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively. The student only occasionally analyses issues clearly and precisely; formulates information clearly; recognises key questionable assumptions; identifies relevant competing points-of-view and reasons carefully. Only occasionally recognises important implications and consequences. On the whole, student's work shows only modest, weak and inconsistent reasoning and problem-solving skills. Student's work represents demonstrable achievement in grasping what critical thinking is, along with the clear demonstration of a range of specific critical thinking skills. On the whole, critical thinking terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyses issues clearly and precisely, recognises key questionable assumptions. Usually clarifies key concepts effectively. Frequently identifies relevant competing points-of-view and displays noticeable sensitivity to important implications and consequences. Student's work demonstrates real achievement in grasping what critical thinking is, along with the clear development of a range of specific critical thinking skills or abilities. Student's work displays excellent reasoning and problem-solving skills. Student's work is consistently at a high level of intellectual excellence.

Adapted from: Grading Policies.
Retrieved from the World Wide Web on 25 August 2004
http://www.criticalthinking.org/University/univclass/gradingpolicies.html

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