The student is unable to present the central tenets of sustainability.

The student fails to describe how IT systems affect society at large.

The student fails to use suitable SCOT-literature.

The essay has an overall structure, which adequately organises the text into clearly defined functional parts, such as introduction, discussion and conclusion. Sections and paragraphs are structured in a way that makes the argumentation and reasoning in the essay possible to follow, both within each individual paragraph and section, and as a coherent text. The essay makes use of informative headings and subheadings.

The essay develops the information in a way that is logical and clear with minor exceptions. Concepts are introduced at appropriate places in the text where they are defined and explained before they are used in the reasoning and argumentation. The argumentation in the essay is generally valid and supported by evidence, with only occasionally instances where the presentation makes the argumentation vague or unsubstantiated. The essay makes use of linguistic resources such as connective expressions and conjunctions ("however", "on the other hand", "but") to express logical relations and developments.

The language in the essay is generally accurate and clear, but may contain some grammatical and vocabulary errors. The text has an appropriate level of formality and is consistent with the register of academic text. The formulation of text is not overly reliant on the formulation in the source material.

The essay makes use of a number of relevant references. The majority of references consist of peer-reviewed or scientific work. Low-quality references, such as industrial white papers, web sites, and unpublished material (e.g. From ArXiv) are used sparingly. The references are correctly formatted using an established reference system. The references are placed appropriately in the text and all information originating from other sources have been referenced.

The student can provide a basic account of sustainability with respect to different dimensions and their relationship, using direct references to explicitly provided material.

The student can give examples of how IT systems affect society, using relevant references.

The student discusses SCOT-theory and use at least one relevant SCOT-literature

The essay has a good overall structure, which organises the text into clear and well-defined functional parts, such as introduction, discussion and conclusion. Sections and paragraphs are structured in a way that makes the argumentation and reasoning in the essay easy to follow, both within each individual paragraph and section, and as a coherent text. The essay makes good use of informative headings and subheadings.

The essay develops the information in a way that is logical and clear with minor exceptions. Concepts are introduced at appropriate places in the text where they are defined and explained before they are used in the reasoning and argumentation. The argumentation in the essay is generally valid and supported by evidence, with only occasionally instances where the presentation makes the argumentation vague or unsubstantiated. The essay makes use of linguistic resources such as connective expressions and conjunctions ("however", "on the other hand", "but") to express logical relations and developments.

The essay demonstrates a good degree of control of the language. The language in the essay is accurate and clear. The text has an appropriate level of formality and makes good use of different aspects of the register of academic text. The formulation of text shows some creativity and variation.

The essay makes use of a variety of relevant references. The references consist of peer-reviewed or scientific work. The references are correctly formatted using an established reference system. The references are placed appropriately in the text and all information originating from other sources have been cited.

The student can provide a detailed explanation of sustainability, with several sources of information that are integrated.

The student can relate IT system effects in society to specific features of the systems and the contexts in which they were developed, using relevant references.

The student make use of several SCOT-literature and critically reflect on the use of technology in a societal perspective.

The essay has an effective overall structure, which organises the text into clear and well-defined functional parts, such as introduction, discussion and conclusion. Sections and paragraphs are structured in a way that makes the argumentation and reasoning in the essay well-developed and easy to follow, both within each individual paragraph and section, and as a coherent text. The essay makes use of informative headings and subheadings.

The essay develops the information in a way that is persuasive, logical and clear. Concepts are introduced at appropriate places in the text where they are defined and explained before they are used in the reasoning and argumentation. The argumentation in the essay is valid and well supported by evidence. The essay makes excellent use of a linguistic resources such as a wide range of connective expressions and conjunctions ("however", "on the other hand", "but") to express logical relations and developments.

The language in the essay is varied, accurate and clear. The text has an appropriate level of formality and makes effective use of a range different aspects of the register of academic text. The formulation of text shows creativity and variation.

The essay makes use of a great variety of relevant references. The references consist of peer-reviewed or scientific work. The references are correctly formatted using an established reference system. The references are placed appropriately in the text and all information originating from other sources have been cited.

The student can provide a detailed explanation of sustainability, through the integration of several sources, and by providing a balanced integration of different perspectives.

The student can relate IT system effects in society to specific features of the systems and the contexts in which they were developed, using relevant references.

The student uses several relevant SCOT-literature sources and provides an deepened analysis on a technology from a societal perspective.

The student provides a basic account of Systems Thinking, and gives a basic account of how IT systems interact with surrounding systems using relevant literature.

The student is able to provide an account of what happened during the Fishbanks game session and relate the outcome to central concepts in System Dynamics.

The student provides a basic account of ethical dilemmas and different ethical perspectives in the context of sustainability in general, and in relation to IT systems in particular.

The student demonstrates some understanding of moral responsibility and what it implies for the professional computer scientist.

The student is able to provide a detailed account of what happened during the Fishbanks game session with respect to both the ecological, economical and social systems and relate the outcome to central concepts in System Dynamics.

The student is able to relate the concepts of Systems Thinking to the design and implementation of IT systems using relevant academic literature.

The student provides a detailed explanation of ethical dilemmas and different ethical perspectives in the context of sustainability in general, and in relation to IT systems in particular. This is done by drawing on and integrating several references.

The student demonstrates a broad understanding of moral responsibility, what it may mean and imply, and describes and examplifies ways in which we should be considered morally responsible for the use and production of scientific knowledge and why.

The student is able to provide a detailed account of what happened during the Fishbanks game session with respect to both the ecological, economical and social systems and relate the outcome to central concepts in System Dynamics.

The student can relate the general concepts of complex systems, planetary boundaries and system effects in reflecting on what we should require from software systems.

The student provides a detailed explanation of ethical dilemmas and different ethical perspectives in the context of sustainability in general, and in relation to IT systems in particular. This is done by drawing on and integrating several references.

The student demonstrates a nuanced understanding of moral responsibility, what it may mean and imply, and describes why and in what way we should be held morally responsible for the use and production of scientific knowledge.

The student offers relevant and interesting examples to support the claims made.

The student can describe the software system that you was analyzed and general, potential effects of IT systems in the five dimensions.

The student can give examples of the direct, indirect and systemic effects that you discovered as a result of performing the analysis.

The student analyzes whether these effects have been anticipated by the designers of the system, explicitly addressed or ignored.

In addition to the requirements for grade 3:

The software system should be analyzed in sufficient detail to reveal possible effects in at least three dimensions, and at least some indirect or systemic effects.

The answers to the SusAD questions should be clearly described and the most relevant effects for the given system identified.

The literature from the course should be used in reasoning about system effects.

In addition to the requirements for grade 4:

The software system should be analyzed in sufficient detail to reveal possible effects in at least four dimensions, and examples of both direct, indirect and systemic effects.

The literature used in reasoning about system effects should contain at least two well-chosen, independent research papers not provided by the course.