Participation Marking Criteria (UG)
Participation Marking Criteria relate to your overall contribution to the success of seminars for your module. Where this criteria is used, you will be marked on your general participation over the whole semester (or module): we know that everyone has off-days. Contributions can include participation in shared resources - e.g. contributions to online discussion boards or collaborative documents - that contribute to the overall success of the seminar as well as participation in discussion and activities in seminars.
Other elements of a class participation mark may be based on different criteria: e.g. oral presentations or reflective writing. Check with your tutor if you are unsure.
Read the History Hacks Assessment guide.
Following consultation with students and staff in 2022-23, tutors will no longer penalise unauthorised absences through a fixed four mark deduction per absence. However, unauthorised absences will usually have an adverse impact on your overall seminar participation mark, much in the way a significantly underlength essay would adversely affect your essay mark. Just as an incomplete or underdeveloped essay reflects an incomplete understanding of the subject matter, unauthorised absences can lead to a gap in your comprehension and engagement with the module content. This can ultimately result in a reduction of your seminar participation mark, impacting your performance in assessments.
First Class (70+)
Perceptive and independently-minded participation that contributes extensively to the success of the class. Shows awareness of salient points and distinguishes key themes and ideas; displays evidence of critical thinking, creativity, and an ability to distinguish between different perspectives. Works imaginatively in groups where relevant, contributing extensively to the success of the task and providing respectful responses to others’ contributions. Excellent command of language where appropriate.
90+
Goes beyond 80-89 in producing independent, original and insightful participation that provides major revisions to our understanding and whose contributions provoke a highly successful class for all present.
80-89
Provides a new perspective on existing historical work, demonstrating exceptional insight, sophistication, accuracy, imagination and analytical rigour. Provides original contributions that ensure the success of the class for all present.
75-79
High level of critical and innovative contributions that demonstrate a capacity to pursue independent lines of enquiry and contribute significantly to the success of the class for all present.
70-74
Articulate, perceptive, accurate participation that demonstrates a clear awareness of salient points. Respectful and responsive to others’ ideas, and contributes to an engaged class. Undoubted quality in analysis or the use of evidence, but not sustained across the entire range.
Upper second (60-69)
Generally articulate participation that demonstrates engagement with and understanding of key reading, and which contributes to the overall success of the seminar. Shows clear logic, breadth of knowledge, awareness of key issues and some independent thought. Where relevant, participates in general debate and has respect for others' contributions, working effectively and constructively in groups. Demonstrates a strong command of language and is able to communicate clearly.
65-69
Participation shows some critical appreciation of broader implications and includes a good range of relevant evidence and information. Suggests thoughtfulness and cogency, with an awareness of nuance and complexity.
60-64
Some participation, that engages with an adequate range of issues. Coherent and defensible ideas that employ adequate examples but may lack complexity. Participation makes some contribution to the success of the seminar, but will show some weakness in terms of breadth of knowledge, depth and nuance, precision, clarity, or style.
Lower second (50-59)
A basic contribution which may lack focus or contain limited critical analysis. Makes a limited contribution to the success of the seminar; demonstrates some evidence of effective group work, where relevant; contributions may lack consideration or show limited preparation. Reading imperfectly understood and key ideas communicated without the critical reflection characteristic of higher mark bands.
55-59
Relevant participation that shows a degree of competence, but has key weaknesses in some areas. Understanding is shown of key concepts and knowledge, but may overlook key points or lack clarity in the communication of ideas.
50-54
Demonstrates some participation in the success of the seminar, but with gaps sufficient to suggest little analytical awareness. Some inaccuracies; tendency to venture off-topic or little attempt to evaluate the status or significance of information.
Third Class (45-49)
Contributions either negligible or irrelevant, representing no sustained attempt to engage with seminars. Little evidence of engaging with the required reading; inarticulate or unable to communicate clearly or summarise effectively, and little evidence of small group work, where relevant. Does not engage with others’ contributions with respect.
Pass without honours (40-44)
Barely contributes to the success of classes. Signs of some relevant knowledge but at an elementary level, very limited analysis, and scant evidence of effective group work. For the most part confused and poorly expressed.
Fail (0-39)
Failure to carry out task assigned; irrelevance; general lack of participation in the class over the course of the semester. No evidence of effective group work and, in the lower bands, no serious attempt to contribute to classes or their success. Contributions may be rude or offensive to others.