These criteria show the characteristics of students that should receive different grades, for the thesis component of the program. The students should demonstrate their acquisition of these characteristics in their thesis.

Students should also take care to be specific about the work that they themselves did, as opposed to work done by collaborators and taken from the literature. For example, did you write the code, modify the existing code, or just learn to use someone else’s code? Are these calculations your own, a modification of someone else’s, or a review of calculations taken from the literature? You can describe this as you go along, or in a separate section at the beginning of the thesis.

• The student has demonstrated some knowledge of the relevant background literature, but with serious gaps, and limited understanding.
• The student applied relevant techniques and carried out research work, but needed considerable assistance and showed limited understanding of the procedures employed.
• The student presented their results, though in a somewhat muddled and/or incomplete way.

Honours IIB 60-69:

As for Honours III, but in addition

• The student has demonstrated a reasonable knowledge of the relevant background literature, with only a few gaps, albeit in a somewhat uncritical way.
• The student demonstrated that they had learned many of the relevant skills (which might include laboratory techniques, computer programming and statistical analysis).
• The student presented their results in an appropriate format, with good use of English.

• The Student has demonstrated a thorough knowledge of the relevant background literature, though still with limited critical appreciation.
• The student demonstrated reasonable technical mastery of all the relevant skills.
• The student worked hard, efficiently and carefully.
• The student presented their results and/or data clearly and succinctly.

Honours I 80-89%:

As for Honours IIa, but in addition.

• The student has critically analysed the relevant background literature rather than merely summarising it.
• The thesis demonstrates a clear appreciation of how their work fits in to the larger field or research.
• The student demonstrated considerable technical mastery of all the relevant skills.
• The student showed some appreciation of the limitations of the experimental design or techniques used and have outlined future research directions that are feasible.
• The student put forward their own useful and valid ideas relating to the project.
• The student further demonstrated the ability to see, and take, the logical next step without excessive 'prodding', the ability to act independently of the supervisor's immediate direction and presence, but the maturity to know when the supervisor’s help is necessary.
• The student demonstrated the persistence and ability to carry on under difficulty.
• The student picked up new concepts and skills rapidly.
• The student showed the ability to work effectively in the presence of others.

• The student obtained concepts and procedures independently from the literature and at least discussed a use for them in the study.
• The student demonstrated impressive technical mastery of all the relevant skills.
• The student demonstrates a good understanding not only of the techniques they employed, but other alternative techniques and the reasons for choosing between them.
• The student has outlined possible future directions, which are not merely feasible but which show considerable originality.
• The student not only put forward useful and valid ideas relating to the project, but also demonstrated the ability to critically evaluate and act upon such ideas.