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QCAA ISMG and Marking Criteria Explained

A student-friendly explanation of how QCAA ISMGs, objectives and performance descriptors should shape assignment drafting.

Updated 2026-05-13 · 2 min read

QCAA ISMG and marking criteria explained

An ISMG is an instrument-specific marking guide. It describes how evidence in your response is judged for a particular assessment.

The important word is evidence. The ISMG does not reward effort, page count or how impressive the topic sounds. It rewards what the response shows against the assessed objectives.

Do not treat the ISMG as decoration

The ISMG should guide the whole draft. Before writing, identify the objectives and performance descriptors that match the highest marks. Then ask what evidence the marker needs to see.

Turn criteria into checkpoints

For each criterion, write a short checklist:

What skill is being assessed?
Where will my response show it?
What would a weak version look like?
What would a strong version look like?

Use feedback against the criteria

When you get feedback, connect each comment to a criterion. This makes revision more targeted. You are not just "making it better"; you are improving specific evidence against the marking guide.

Avoid over-polishing low-value sections

Students often spend too long on formatting or background sections and not enough on analysis, justification and evaluation. Prioritise the parts of the response that carry the most criterion evidence.

ISMGs are not the same as external exam marking guides

ISMGs apply to internal assessments. External exams use external assessment marking guides, often shortened to EAMGs. For assignments, use the ISMG while planning and drafting. For external exam practice, use EAMGs after writing timed responses.

What to do with the top descriptor

Read the highest descriptor and turn it into a practical drafting question. For example:

If the descriptor asks for discerning analysis, where does the response compare evidence rather than only describe it?
If it asks for justified decisions, where does the response explain why a method, model or conclusion is defensible?
If it asks for effective communication, where are figures, tables, equations and paragraphs helping the reader follow the argument?

This is a better habit than just checking whether the report "sounds academic".