Next, write the descriptors to explain what would be required to demonstrate achievement of each criterion at different levels of performance.
To do this, revisit the unit learning outcomes that are being measured by the assessment task, then write descriptions of what students need to do to meet that criterion to sufficiently demonstrate achievement of the learning outcome.
The descriptors used for each performance level should:
- specify the performance level, rather than a relative standard (e.g. avoid ambiguous descriptors such as ‘demonstrate an understanding of’ and consider the evidence required to demonstrate that understanding such as outline, review, critique, etc.)
- ensure that each feature/aspect of criterion is consistently mentioned at all levels
- provide actionable feedback on key areas of the assessment
- use student-friendly language that is easy to understand, and
- use positive language (e.g. incomplete vs not done).
Using official VU grades
The unit learning outcomes describe the minimum level of performance required to pass. It is therefore important to be aware of the influence of AQF levels on setting the P grade.
These are the descriptors for the criterion Key Arguments for an AQF level 5 submission.
- HD: Succinct, coherent argument established. Justification of argument is appropriate.
- D: Coherent argument established. Justification of argument evident.
- C: Argument established. Justification of argument occasionally difficult to follow.
- P: Attempts to establish argument. Reasoning behind argument occasionally weak.
- N: Limited attempt at establishing argument. Reasoning behind argument un-clear and/or incomplete.
Please note: P (pass) describes the minimum level required to meet the unit learning outcome. HD (high distinction) describes exceptional performance at this AQF level.