Example Feedback Form
The York Management School
Module code: MAN00018H
Module Title: Decision and Information Analysis
Generic marking criteria
G1: Argument
G2: Structure
G3: Use of sources
G4: Referencing
G5: Presentation
Module specific learning outcomes relevant to this assessment
S1: Demonstrate knowledge and understanding of key steps in planning and
implementing quantitative research aimed at decision analytic thinking
and optimization LP modelling.
S2: Demonstrate an ability to select and use relevant decision analytic and
optimization LP methods to analyse and interpret results.
S3: Demonstrate an ability to interpret results, use sensitivity analysis, explain
meanings of analyses and discussion of the results clearly and succinctly.
S4: The report is divided into sections with clear headings. Key points are
summarised up front. Appropriate use of charts and graphs that are
correctly labelled and add value to the report. Evidence of reading and
correct use of Harvard referencing. Ensure that the maximum word count
is adhered to (10% tolerance).

Page 2 of 7
Comments on assessment criteria:
The marker will insert feedback based on the generic marking criteria and
module specific learning outcomes.
Suggestions for improvement:
Date:

Marker:
Page 3 of 7

Generic Assessment
Criteria

ARGUMENT inc
CRITICALITY
STRUCTURE USE OF SOURCES inc.
QUOTATIONS
REFERENCING PRESENTATION
1st
70-
100
➢ Answers the
question set fully and
thoughtfully linking
their answer to
broader discussions in
the discipline and/or
developing new
perspectives on the
question
➢ Articulates a clear
position on the issue
➢ Presents a strong,
focused argument,
well supported by
impressive analysis
and evidence
➢ The points being
made are clear and
convincing for the
reader throughout the
work
➢ Has an engaging
introduction that
contextualizes the issue,
states the subject and the
focus of the work and line of
argument that will be taken
➢ Has well-structured
paragraphs, that have one
main idea and strong
supporting material
➢ Has good links between
paragraphs that result in
work that flows well
➢ Has a powerfully
convincing conclusion
➢ Understood and
integrated complex
and/or theoretically
sophisticated material
into their own work.
➢ Demonstrated excellent
independent research
skills by sourcing
additional scholarly
material relevant to topic
➢ Has used direct
quotations only when
absolutely necessary
➢ Paraphrased sources
well and integrated points
into their own argument
to good critical effect
rather than describing
position of others
➢ The reference format
(in-text citation and
Reference List) is
used accurately
throughout
➢ Formatting of
Reference List correct

➢ No spelling or
grammatical errors
➢ Appropriate tone
and use of
language
➢ Correct
punctuation

Page 4 of 7

Generic Assessment
Criteria

ARGUMENT inc
CRITICALITY
STRUCTURE USE OF SOURCES inc.
QUOTATIONS
REFERENCING PRESENTATION


2:1
60–
69
➢ Answers the
question set clearly
and in sufficient detail
➢ Articulates a clear
position on the issue
➢ Presents an
argument with relevant
analysis and
supporting evidence
➢ The points being
made are clear to the
reader
➢ Other perspectives
on the issue are
acknowledged even if
criticality is not fully
present
➢ Has a clear introduction
that states the subject and
purpose of the work and
line of argument that will be
taken
➢ Has well-structured
paragraphs that have one
main idea and supporting
material
➢ Links between paragraphs
are there but could be
stronger
➢ Has a clear conclusion
which brings together the
main points and answers
the question

➢ Demonstrates
understanding of
arguments and esp.
critiques found in source
material & integrated
them well into own
argument.
➢ Has included
additional material into
their paper to strengthen
analysis or broaden
understanding
➢ Good use of
paraphrasing
➢ Direct quotations used,
but linked well to points
being made
➢ The reference
format (in-text citation
and Reference List) is
used accurately -
except for a few minor
errors of formatting

➢ One or two
minor spelling and
grammatical errors
➢ Appropriate tone
and use of
language
➢ Correct
punctuation

Page 5 of 7

Generic Assessment
Criteria

ARGUMENT inc
CRITICALITY
STRUCTURE USE OF SOURCES inc.
QUOTATIONS
REFERENCING PRESENTATION


2:2
50-
59
➢ Mostly answers the
question set– some
irrelevance
➢ Presents a basic
argument with some
analysis but
predominantly
contains description /
summary and little or
no criticality
➢ The points being
made can be followed
with some effort
➢ Has an introduction that
states the subject and
argument of the work, but is
not totally clear
➢ Has separate paragraphs
that have one main idea
and some supporting
material
➢ Some links between
paragraphs work
➢ Has a conclusion which
repeats the main points
➢ Demonstrates
understanding of the
arguments used in
source material
➢ Has used and
integrated the
recommended reading
well.
➢ Tendency to be over-
reliant on direct
quotations rather than
paraphrasing, breaking
the flow of their writing
and argument.

➢ The reference format
(in-text citation and/or
Reference List) has
consistent and/or
frequent errors
➢ Mostly accurate
spelling and
grammar usage
but needs careful
proofreading – a
few careless
errors
➢ Shows a
reasonable grasp
of academic style
and vocabulary


3rd
40-49
➢ Addresses the
question but in a
roundabout way
and/or goes off on a
tangent
➢ The argument is not
clear with more
summary and “telling
the story” than
analysis
➢ It is difficult to discern the
focus of the work in the
introduction
➢ Has poor paragraph
development – main ideas
are left undeveloped or
there is more than one
main idea in paragraphs
➢ Basic understanding of
source material
➢ Insufficient sources
used, with the effect of
being over-reliant on a
few or poor quality
sources.
➢ Frequent use of direct
quotations to the point
➢ The reference
format (in-text
citation and
Reference List) is
not Harvard and/or is
used inaccurately
➢ Marker not confident
that secondary
citations are
accurately presented
➢ Uses language
which
occasionally gets
in the way of
meaning or is
not appropriate
to the audience
➢ Frequent
spelling and
Page 6 of 7

Generic Assessment
Criteria

ARGUMENT inc
CRITICALITY
STRUCTURE USE OF SOURCES inc.
QUOTATIONS
REFERENCING PRESENTATION
➢ The point of the work
becomes lost in
places
➢ Links between paragraphs
are absent or not clearly
stated
➢ Has a conclusion with little
detail / unclear

of distraction for the
reader

grammatical
errors


CF
30-39
➢ Fails to answer the
question set
➢ No evidence of an
argument or any use
of evidence
➢ The point of the
entire work is
confused
➢ Fragments of
disconnected
material, no one
perspective
established
➢ Has an introduction which
is confused or serves little
purpose for the reader
➢ Has little sense of
paragraphing –
paragraphs are too long
or too short – main ideas
and supporting material
are confused
➢ Has a conclusion that
does not round the work
off but raises more issues
➢ Has not demonstrated
sufficient grasp of
source material
➢ Poor judgment in
selecting sources –
poor quality and/or non-
scholarly
➢ Work is dominated by
direct quotations with
short passages of
commentary in
between
➢ The reference
format (in-text
citation and
Reference List) is
not Harvard and/or is
used inaccurately
➢ Marker not confident
that secondary
citations are
accurately presented
➢ Missing items from
the Reference List


➢ Uses language
which often gets
in the way of
meaning and/or
is entirely
inappropriate for
an academic
piece of work
➢ Frequent
spelling and
grammatical
errors


F
0-29
➢ Does not address
the topic or answer
the question
➢ No argument or
evidence provided
➢ No introduction in the
accepted sense
➢ Little attempt to organise
into paragraphs – very
confused
➢ Little evidence of
understanding source
material
➢ Poor judgment in
selecting sources –
➢ The reference format
(in-text citation and
Reference List) is
not Harvard and/or is
used inaccurately
➢ Sentences that
cannot be
understood
➢ Student should
be counseled re
Page 7 of 7

Generic Assessment
Criteria

ARGUMENT inc
CRITICALITY
STRUCTURE USE OF SOURCES inc.
QUOTATIONS
REFERENCING PRESENTATION
➢ There does seem to
be any real point to
the work or it
answers an entirely
unrelated question
➢ No conclusion poor quality and/or non-
scholarly
➢ Reliant on Wikipedia or
lecture notes for
construction of work
➢ Work is almost entirely
made up by direct
quotations or bullet
points
➢ Marker not confident
that secondary
citations are
accurately presented
➢ Missing items from
the Reference List
use of academic
English and
referred for
specialist help.