difference will depend on what is in the mamber's Individual 
Reflection, and other factors that indicate what they have contributed 
to the group activity.

      The rules for obtaining Distinction, Pass, Fail are not strictly
defined, and will depend on judgment.  It is very difficult to define 
what is required, but, the following guidelines may be useful to both 
student and marker, but they must be read with common sense:

 »   A Distinction may be obtained if the student demonstrates
      excellent understanding of the kernel meanings and norms of all
      aspects, shows very good discussion of why each aspect is
      assigned, especially where it is not immediately clear which
      aspect is appropriate, shows that they have thoroughly grasped
      the notion of aspects in general, and demonstrates good ability to
      apply this understanding in a natural (intuitive) way to the topic
      of the assignment in a diverse manner (e.g. a range of different
      types of strength and weakness).  In the main, this understanding
      will be demonstrated by depth of discussion of the factors, by
      how critical they are, and the range of these.  Understanding can
      also be demonstrated by extra discussion e.g. that refers to other
      literature or compares with phenomena drawn from everyday life.
      Of course, any identification of ISD activities must be correct.
      The good student will also have a very good discussion in their
      Individual Reflection sheet.

 »   A Pass might occur if the student demonstrates industry and
      reasonable understanding of aspects and aspectual analysis of ISD
      activities referred to in a reasonable selection of strengths and
      weaknesses.  This will be demonstrated by reasonable
      understanding of aspects and ISD activities.

 »   A Fail might occur if the student demonstrates a lack of industry
      in understanding the aspects and in how to apply them, poor
      understanding of the methodology and the activities of ISD: this
      may be demonstrated by too few features are identified, if there
      is consistent wrong assignment of a majority of aspectual kernels
      without convincing explanation of why they have been thus
      assigned, if the discussion of aspects of each feature is too
      cursory, if the ISD activities are consistently wrong.