Skip to main content

Assessment Criteria/Titles


Written dissertation: 10,000 words (100%)

Practice-based project: practical component (60%, group mark) + 4,000-word or equivalent critical review (40%, individual mark)

Written dissertations and critical reviews are due on Monday of Week 5, Summer Term. Students should take note that the word count for these written components should not be more than 10% over or under the total stipulated for each assignment. Feedback and marks for all IRO assessment components are returned at the same point after the exam board towards the end of the Summer Term.

Written dissertation students are required to present their research as work-in-progress in either Week 1 or Week 2 of the Spring Term and as part of a conference panel at a festival event being held alongside practice-based performances at the beginning of Week 2 of the Summer Term. The Spring Term work is designed to provide useful feedback from peers and staff and is, like the festival panel presentation, not assessed.

Practice-based groups are expected to prepare a summary of their research plans (15 mins), which they will present orally to staff and students on the Wednesday afternoon and evening of Week 7 (+ Wed evening Week 8 if all groups cannot be accommodated) in the Autumn Term. This is followed by a work-in-progress showing of their practical research for performance on the Friday of Week 6 (Reading Week) in the Spring Term. This work is not assessed. It is an opportunity to give a taster of the performance work being developed by groups at early and more advanced developmental stages and to receive feedback from student peers and staff. Students should expect to spend Reading Week of the Spring Term preparing for the work-in-progress performance event. Final performances will be presented at a festival event to be held on Monday and Tuesday of Week 2 of the Summer Term and will be assessed at this point. The content of certain performance projects (for instance, a series of workshops in the community or in educational contexts) may require an alternative assessment timescale and it is possible in such cases that assessment will take place at an earlier – but certainly not a later – point in time.