3.2.4 Programme specifications, graduate attributes and grade / mark descriptors
3.2.4.1 Programme specifications
Programme specifications contain basic data about a programme of study (its length, the intended qualification, SCQF levels and so on) and information about the methods of teaching and assessment. More importantly, programme specifications contain a description of the intended learning outcomes of the programme and the means by which those outcomes will be achieved and demonstrated. Programme specifications are of value to prospective students, current students and staff, and form an important part of students' transcripts on graduation. The intended learning outcomes can be most effectively described in terms of graduate attributes – what knowledge, skills, and qualities we wish our students to acquire and to demonstrate.
3.2.4.2 Graduate attributes
The term graduate attributes describes the knowledge, skills and qualities that distinguish an individual in possession of a University degree. The University’s ELIR Reflective Analysis provides a list of graduate attributes appropriate for students in St Andrews. Collectively, what is described represents the intended learning outcomes of our programmes: teaching is intended to equip students with these graduate attributes.
3.2.4.3 Grade / mark descriptors
The term "grade/mark descriptors" was previously used in the Assessment Policies and Procedures policy but here a distinction is drawn between grade and mark descriptors.
In discussing grade and mark descriptors it is important to maintain the clear separation between marks and grades referred to above. The Common Reporting Scale is intrinsically descriptive: 20 is the very best mark, 0 clearly the worst, with all others scaled between. To understand a grade, reference needs to be made to the list of graduate attributes: high grades will indicate better performance in relation to these. The value of grade descriptors lies in the ability of Schools to use particular graduate attributes to define integers or levels along the Common Reporting Scale.
Mark descriptors are of critical importance because they identify, in an explicit rather than implicit manner, clearly and precisely what qualities are being assessed in any given piece of work. Mark descriptors are key words and phrases that should be associated with graduate attributes, identifying succinctly the dimensions on which marks can be awarded. An essay for example might be judged against a series of mark descriptors. For example, one graduate attribute may be the "ability to evaluate hypotheses, theories, methods and evidence within their proper contexts". In regard to a particular piece of work an Examiner could look for evidence of the mark descriptor "evaluation".
It should normally be possible to specify, for each class of assessed work, what graduate attributes are being fostered and what mark descriptors are appropriate. Mark descriptors must suit the level of work (1000–5000), the nature of the work (examination essay, extended dissertation, short answer [gobbet] and so on) and relate directly to the graduate attributes specified by modules and programmes.
When marking it is effective to use factorized mark descriptors in a grid. Illustrated below is how factorized mark descriptors can be created. In each cell a small piece of text describes what would be required of a piece of work to merit a particular evaluation. As many descriptors as required can be used. Such a grid need not be used algorithmically. It serves as a clear guide to students as to what is expected and required; it serves as a guide for examiners while marking; and it provides a basis for clear feedback on performance to students.
| Mark descriptor | 0-3 | 4-6 | 7-10 | 11-13 | 14-16 | 17-20 |
|---|---|---|---|---|---|---|
| Evaluation | Descriptive text in cell | |||||
| Core knowledge | ||||||
| Resource use |
Using graduate attributes and mark descriptors makes it possible to establish clear relationships between programme specifications (which specify as intended learning outcomes graduate attributes that we wish our students to possess as a result of their education) and mark descriptors (how we mark the various forms of assessment). Mark descriptors offer guidance to students preparing for assessments, and to staff marking them; it should be clear to students what is expected of them and how they will be assessed; similarly, staff must have expectations and mark in accordance with them.