Assessment Coversheet Faculty of Arts, Design and Media

and Feedback Form School of….

Complete the details marked in the coloured text and leave everything else blank. Where appropriate, copy and paste your
submission after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the
assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between submissions
is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors will use MSWord
to provide feedback including, where appropriate, annotations in the text.

Student Name Reasonable Adjustments

Student Number The Faculty has notified me that I

am eligible for a Reasonable
Course and Year Adjustment (including additional
time) in relation to the marking of
Module Code MUS7098 this assessment.

Module Title Historical Performance Practice Yes/No (delete as appropriate)

Assessment Title Assignment 2 - Presentation Please note that action may be taken under the
University’s Student Disciplinary Procedure against
any student making a false claim for Reasonable
Module Tutor Siân Derry Adjustments.

First Marker
Date:
Name:
Feedback: General comments on the quality of the work, its successes and where it could be improved
Provisional Uncapped Mark
Marks will be capped if this
was a late submission or resit
assessment and may be
moderated up or down by the
examination board.

%
Feed Forward: How to apply the feedback to future submissions

Quality and use of Standard English and Academic Conventions

Spelling Errors Style is Colloquial Standard is a Cause for Concern

Grammatical Errors Inappropriate Structure If the box above has been ticked you should arrange
a consultation with a member of staff from the Centre
Punctuation Errors Inadequate Referencing for Academic Success via Success@bcu.ac.uk

Moderation: To ensure your mark is fair, a cross section of work is moderated by another member of staff. If your work was part
of the sample, this is indicated in the box below.

Your work was not part of the sample.

Moderator Name: Date:

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Historical Performance Practice Marking Guidelines

Learning Outcome 39 or below 40-49 Fail 50-59 Pass 60-69 Commendation 70-79 Distinction 80 and above
Demonstrate detailed A very weak portfolio Work will demonstrate a Work will demonstrate a Work will demonstrate Work will demonstrate an This category is awarded
engagement with or presentation which poor level of satisfactory level of thorough engagement excellent level of for written work and
issues of historical displays a engagement with issues engagement with the with the issues of engagement with the presentations that meet
performance practice fundamental lack of of historical issues of historical historical performance performance matters the criteria for distinction
understanding of the performance practice performance practice practice discussed, discussed. The issues will and are sufficiently
aims of the module and/or comprise discussed, although there which will be explored in be systematically strong in content and
and/or the inappropriate content. is scope for greater detail a thoughtful manner. explored in a presentation not to be
requirements for work and there may be some comprehensive manner. out of place in a
at this level. minor misunderstandings. professional context.

Draw critically on Work will make Work will make adequate Work will draw on a Work will make excellent
relevant published inadequate and/or use of material from reasonably broad, if not use of material from an
research uncritical use of material relevant sources (e.g. exhaustive, range of appropriate breadth of
from relevant sources literature, scores, relevant sources (e.g. sources in supporting its
(e.g. literature, scores recordings), showing some literature, scores, arguments, with detailed
and recordings). critical thought. However, recordings) in and imaginative reference
Sources are likely to work is likely to have drawn supporting its to literature, score(s) and
have been too few in on an unduly limited range arguments, and recordings as necessary.
number, irrelevant or of sources and/or to have demonstrate a It will show a genuinely
inappropriate for the taken a rather too considerable amount of critical approach to the
level. acquiescent attitude to critical thinking. subject.
them.
Reflect on their own There is a limited There is a clear attempt to There is a good attempt Observations are related
and others’ practice in attempt to relate relate research findings to to relate observations to to the student’s own
relation to research research findings to the the student’s own practice the student’s own practice and that of
findings student’s own practice, and that of others, although practice and that of others in a mature and
or that of others. There there is scope for greater others in a manner that insightful manner that
is likely to be a detail and more nuance in suggests a very good demonstrates an
mismatch between the their application. understanding of how excellent understanding
students’ understanding historical evidence may of how historical evidence
of the evidence for inform performance. can inform performance.
historical performance
practice and how it can
be applied to
performance.
Present the findings of Structural problems will Work will adopt a generally Information will be Information will be
independent work with impede the flow of the clear structure, though delivered in a focused conveyed in a highly
clarity and refinement, argument considerably. some restructuring would way, promoting the effective manner. A
and in a manner Consistently poor improve the effectiveness development of ideas. In presentation will be
appropriate to the spoken English will of the argument. In a a presentation, effective confident and well-
context, whether in similarly prevent the presentation, some rapport communication will be polished, making
writing or speech effective communication with the audience will be established through a excellent use of
of ideas. In a established with functional confident manner and a appropriate
presentation, rapport presentational skills and the presentational aids and
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with the audience is use of appropriate aids, but thoughtful use of wholly engaging the
likely to be limited there is likely to be a lack of presentational aids. audience’s attention.
because of poor flair and (occasionally)
presentational skills: fluency.
e.g. lack of fluency
and/or projection.