Psychological Adjustment In Chronic Physical Conditions
This coursework component requires students to write a 1200 (maximum) word discussion of the theoretical/scientific justification for the content discussed and approach taken in the Health Information Talk, with appropriate APA style in-text references to the literature and an APA style reference section. The essay should be written in third person and should make reference to the content covered in the talk.
Study Regulations for Postgraduate Taught Programmes
Annex 1: Conceptual Equivalents Scales/Descriptors Guidance
Guidance Notes
i. The use of the conceptual equivalents descriptors is mandatory for all assessments,
unless answers are clearly either right or wrong, for example multiple choice and
numerical assessments.
ii. In the case of assessments where the descriptors are not sufficient as assessment
criteria, Schools may devise additional criteria using the language of, and mapped to, the
descriptors.
iii. For the calibration of assessment criteria, the scale can be considered either as a set of
discrete marks or as defined bands of marks. However, for less quantitative assessments,
the use of discrete marks is mandatory when marking assessments.
iv. Successive sets of descriptors subsume lower sets within each level and across each
band. A piece of work identified as falling within a given class or mark range should
include some or most, but not necessarily all, of the relevant descriptors.
v. The full marking scale should be utilised.
vi. It is expected that at all levels there will be an effective use of language and an acceptable
level of written expression.
vii.The scale should be applied at the level of the assessed component of the module or,
where appropriate, at the level of individual questions/sections of an examination. The
use of the discrete marks in this way may produce an overall module mark that does not
correspond to a discrete mark on the scale. The overall mark should not be altered where
this is the case.
Exemptions from the above, for example due to the requirements of professional or
statutory bodies, require approval by the Education Committee (Quality and Standards).
The Secretary to the Board of Examiners should record in the minutes that due
consideration has been given to the conceptual equivalents scale.
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Postgraduate Taught Conceptual Equivalents Scale
Module
Mark
Descriptor
Band
A
80–100
(Outstanding)
Determinator
Criteria
within grade band
i.Thorough and systematic
Originality of
knowledge and understanding of
argument
module content;
ii.Clear grasp of issues involved,
with evidence of innovative and
original use of learning resources
iii.Knowledge beyond module content
iv.Clear evidence of independence of
thought and originality
v.Methodological rigour
vi.High critical judgement and
confident grasp of complex issues
A (Clear)
70–79
i.Methodological rigour
Methodological
ii.Originality
rigour
iii.Critical judgement
iv.Use of additional learning
resources.
B
60–69
i.Very good knowledge and
Extent of use of
understanding of module content
additional or non-
ii.Well argued answer
iii.Some evidence of originality and
critical judgement
iv.Sound methodology
v.Critical judgement and some grasp
of complex issues
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core learning
resources
Module
Mark
Descriptor
Band
C
50–59
Determinator
Criteria
within grade band
i.Good knowledge and
Understanding of
understanding of the module
the main issues
content
ii.Reasonably well argued
iii.Largely descriptive or narrative in
focus
iv.Methodological application is not
consistent or thorough
Marginal Fail
40–49
i.Lacking methodological application
Relevance of
ii.Adequately argued
knowledge
iii.Basic understanding and
displayed
knowledge
iv.Gaps or inaccuracies but not
damaging
Weak Fail
0–39
i.Little relevant material and/or
Weakness of
inaccurate answer or incomplete
argument
ii.Disorganised
iii.Largely irrelevant material and
misunderstanding
iv.No evidence of methodology
v.Minimal or no relevant material
Module content should be interpreted as the topic or area of research being
undertaken in the study in keeping with the learning outcomes for the module.
The above criteria can be applied to both taught modules at M-level and the M-level
dissertation (ignoring reference to module content).
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