Assessment Criteria: Research Degrees – Awards of MSc by Research, MRes, MPhil and Doctorate [March 2006]
The following criteria should be evident in the thesis, during the viva, and in the student’s personal development plan. The criteria should be regarded as indicative and may
be adapted for specific disciplines.
Assessment Domains
MSc / MRes
MPhil
Doctorate
Knowledge and
Understanding
Integrate knowledge from the main subject
areas of the discipline to a particular
situation or problem
Integrate knowledge from the main subject
areas of the discipline to a particular
situation or problem
Integrate knowledge from the main subject
areas of the discipline to a particular
situation or problem
Critically discuss key theories, principles
and concepts in the subject area or
discipline
Critically discuss key theories, principles
and concepts in the subject area or
discipline
Critically discuss key theories, principles
and concepts in the subject area or
discipline
Critically discuss specialised theories,
principles and concepts
Critically discuss specialised theories,
principles and concepts
Critically discuss specialised theories,
principles and concepts
Critical understanding of specialised
theories, and concepts
Use knowledge that is generated through
personal research and make a significant
contribution to the development of the
discipline
Deploy a range of generic and specialised
skills techniques practices or materials that
are associated with the discipline
Deploy a range of generic and specialised
skills techniques practices or materials that
are associated with the discipline
Use a significant range of generic and
specialised skills techniques practices and
materials and enhance these where
appropriate
Apply appropriate research instruments and
techniques of enquiry
Apply appropriate research instruments and
techniques of enquiry
Apply appropriate research instruments and
techniques of enquiry
Execute a research project
Plan and execute a research project
Design and execute research of an
investigative or developmental nature in
order to deal with new problems and issues
Demonstrate creativity in the application of
knowledge understanding and or practices
Demonstrate some originality in the
application of knowledge understanding and
or practices
Demonstrate originality and creativity in the
development and application of new
knowledge understanding and practices
Practise in a wide variety of professional
level contexts
Practice in novel ways and or in novel
circumstances
Reference work in a consistent manner and
in compliance with a standard referencing
system (Harvard or Vancouver)
Reference work in a consistent manner and
in compliance with a standard referencing
system (Harvard or Vancouver)
Practice: Application
of Knowledge and
Understanding
Reference work in a consistent manner and
in compliance with a standard referencing
system (Harvard or Vancouver)
Assessment Domains
MSc / MRes
MPhil
Doctorate
Generic Cognitive
Skills
Apply critical analysis evaluation and
synthesis to pertinent issues within the
discipline
Apply critical analysis evaluation and
synthesis to pertinent issues within the
discipline
Consistently apply an integrated approach
to critical analysis, evaluation and synthesis
of new and complex ideas information and
issues
Identify conceptualise and define new
problems and or issues
Identify conceptualise and define new
problems and or issues
Identify conceptualise and offer new
insights into complex issues/ideas
Develop creative responses to problems
Develop creative responses to problems
Develop creative and original responses to
problems
Critically review and consolidate knowledge
within the discipline
Critically review, consolidate and extend
knowledge within the discipline
Deal with complex issues and make
informed judgements in the absence of
complete or consistent information
Deal with complex issues and make
informed judgements in the absence of
complete or consistent information
Deal with complex and new issues in order
to make informed judgements in the
absence of complete or consistent
information
Use an array of specialised communication,
computing, visualisation, and/or numeracy
skills as appropriate to the discipline
Use of an array of advanced and specialised
communication, computing, visualisation
and/or numeracy skills as appropriate to
the discipline
Deploy and adapt appropriately an array of
advanced and specialised communication,
computing, visualisation and/or numeracy
skills as appropriate to the discipline
Structure and present the thesis to a
standard acceptable to local and national
repositories
Structure and present the thesis to a
standard acceptable to local and national
repositories
Structure and present the thesis to a
standard acceptable to local and national
repositories
Demonstrate substantial autonomy and
initiative in research and or professional
activities
Demonstrate substantial autonomy and
initiative in research and or professional
activities
Demonstrate high levels of autonomy and
initiative in research and or professional
activities
Take responsibility for own work
Take responsibility for own work
Take full responsibility for own work (and a
significant proportion of the work of others
if appropriate)
Demonstrate initiative
Demonstrate leadership and/or initiative
and make an identifiable contribution
Demonstrate leadership and originality in
tackling and solving problems
Demonstrate critical reflection on own and
others work
Demonstrate critical reflection on own and
others work
Demonstrate critical reflection and
evaluation in an evidence-based way
Deal with complex ethical and professional
issues in order to make informed
judgements
Deal with complex ethical and professional
issues in order to make informed
judgements
Manage complex ethical and professional
issues
Communication,
Computing,
Visualisation and/or
Numeracy Skills
Autonomy,
Accountability, and
Working with Others
Assessment Domains
MSc / MRes
MPhil
Doctorate
Make informed judgements on new issues
or emergent issues not addressed
adequately by current professional or
ethical codes or practices
Adapted from SCQF Level Descriptors 11 and 12 (2004 second edition) [http://www.scqf.org.uk/downloads/FinalGridjune2001V2.pdf], and Green, H and Shaw, M (1996)
Taxonomy of Assessment Domains, Quality Standards in Postgraduate Education, Newsletter of the UK Council for Graduate Education (UKCGE), issue 11, February 1997;
also, Green, H and Shaw, M (1996) Standards in research awards: length, weight or quality? Developing an approach for resolving the dilemma. Innovations and Learning
in Education, 2(3).