CommonGradeScheme

Assessment

6.5 Common Grading Schemes

The University grading schemes for Undergraduate and Taught Postgraduate programmes are detailed in

the attached tables.

6.5.1 Taught postgraduate common grading scheme

CGS	CNS	Description (level 11)
1A**	20	Distinction level
1A*	19
1A	18
1B	17
1C	16
2A	15	Very Good
2B	14
2C	13
2D	12	Good
2E	11
2F	10
3A	9	Pass
3B	8
3C	7
4A	6	Marginal Fail
4B	5
4C	4
5A	3	Clear Fail
5B	2
5C	1
X	0	No Grade

Grades 1A* and 1A** are only to be used for components of modules. The highest module grade is 1A.

6.5.1.1 In postgraduate modules, a student having grade 4A, 4B or 4C (at level 11) after all opportunities for re-assessment (if any) have been completed may, at the discrection of the examiners, be awarded a grade QP. This is a Qualified Pass - a pass at level 10 but a fail at level 11. It carries credits at level 10 but not at level 11.

Use of Scale

6.5.1.2 It is intended that this should be used for postgraduate modules exactly as it is used for undergraduate modules.

In particular.

6.5.1.3 There is no requirement to use all the grades for any given component of assessment or indeed for modules. Some have argued that it is impossible or unnecessary to distinguish 20 levels of performance. If so, they can use some subset of the grades.

6.5.1.4 The CNS should be used whenever grades for components are to be aggregated in some way, e.g. by averaging, to compute a module grade, or it is necessary to aggregate module grades. Any regulations should be expressed in terms of CGS grades.

6.5.1.5 Performance in components of assessment and modules should be reported to students using grades.

6.5.1.6 No University-wide conversion to ECTS grades is proposed. The ECTS scale prescribes the proportions of students falling within each of the ECTS grade bands. At Stirling the proportion of students falling within the present grade bands varies widely across programmes. Mapping the proposed pass grades to ECTS grades will therefore need to vary between programmes.

6.5.1.7 It is not intended that the introduction of this scale should of itself change the proportion of students passing or gaining distinctions.

6.5.1.8 It is also not intended that the new schemes should affect the degree regulations except trivially where the regulations refer to a grade. Thus in the general university regulations, only two changes are necessary:

(i) "The gradues used to denote standard of achievement are:

A (Distinction level), B (Good), C (Satisfactory), D (Marginal fail), E (Clear fail)"

should instead specify the new scheme.

(ii) In

"For awards with distinction the criteria are: normally grade A in the dissertation and grade A in the equivalent of at least 60% of the remaining SCQF level 11 credit"

"grade A" should be replaced by "grade 1C or better".

6.5.1.9. The grade following a resit is to be capped at 3C.

Approved by QEC

6 May 2009

6.5.2 Taught postgraduate assessment grade descriptors

These guidelines are used, where appropriate, in marking discursive coursework, examinations and dissertations. They should be used in parallel with subject-specific grade descriptors.

For Modules at Level 11		CGS Grade	Common Numerical Scheme	Descriptors for attainment of Intended Learning Outcomes
Distinction	Exceptional	1A**	20	Exemplary range and depth of attainment of all intended learning outcomes+, secured by discriminating command of a comprehensive range of relevant materials. Comprehensive and extensive analysis and synthesis at an advanced level. Demonstrates evidence of originality of thought and/or creativity, and also the ability to develop a highly systematic and logical or insightful argument with exceptional clarity in communication.
		1A*	19
		1A	18
	Mid	1B	17
	Low	1C	16
Very Good	High	2A	15	Attainment of virtually all intended learning outcomes, secured by a high degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this may be occasionally limited in places. Demonstrates the ability to develop a systematic and logical or insightful argument with a high level of clarity in communication.
	Mid	2B	14
	Low	2C	13
Good	High	2D	12	Attainment of most of the intended learning outcomes, secured by a significant degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this will be limited in places. Demonstrates the ability to develop a systematic and logical or insightful argument with evidence of clarity in communication.
	Mid	2E	11
	Low	2F	10
Pass	High	3A	9	Attainment of some intended learning outcomes, secured by a significant degree of competence in the appropriate use of relevant materials. Analysis and synthesis limited but still at an advanced level. Demonstrates evidence of clarity in communication.
	Mid	3B	8
	Low	3C	7
Fail, Marginal	Fail, Marginal	4A	6	Limited attainment of intended learning outcomes. Demonstrates a degree of competence in the appropriate use of relevant materials. Evidence for some analysis and synthesis but not sufficient for level 11. Incomplete evidence of effective communication.
		4B	5
		4C	4
Clear Fail	Clear Fail	5A	3	No convincing evidence of attainment of intended learning outcomes. Incomplete understanding and no evidence of competence in the use of relevant materials. Inadequate analysis and synthesis. Materials not effectively communicated.
		5B	2
		5C	1
No Grade	Not satisfactorily completed	X	0	Failure to comply with published requirements.

Grades 1A* and 1A** are only to be used for components of modules; the highest module grade is 1A.

A student having a module grade of 4A, 4B or 4C at level 11 after all opportunities for re-assessment (if any) have been completed may, at the discretion of the examiners, be awarded a grade QP. This is a Qualified Pass – a pass at level 10 but a fail at level 11, it carries credits at level 10 but not at level 11.

+ as specified by schools

Approved QEC Nov 09

6.5.3 Undergraduate common grading scheme (CGS) and common numerical scheme (CNS)

For all Modules Comprising the General Degree and the Bachelor’s Degree and Semester Modules at Level 8 and Below	For Honours Degree and Modules at Levels 9 and 10	Grade (Appearing On University Record)	Common Numerical Scheme
	Equivalent to an outstanding
	(high) first class honours	1A	18-20*
Excellent	Clear (middle) first class honours	1B	17
	Low first class honours	1C	16

	High upper second class	2A	15
Very Good	Mid upper second class	2B	14
	Lower upper second class	2C	13

	High lower second class	2D	12
Good	Mid lower second class	2E	11
	Low lower second class	2F	10

	High third class	3A	9
Pass	Mid third class	3B	8
	Low third class	3C	7

Fail, Marginal	Fail, Marginal	4A	6
		4B	5
		4C	4

Clear Fail	Clear Fail	5A	3
		5B	2
		5C	1

No Grade		X	0

* The CNS value 19 is used for a 1A annotated with one star, and 20 for two stars. Module outcomes and all University and school regulations are expressed solely in terms of the CGS. The CNS is for use only within undergraduate modules.

6.5.4 Undergraduate assessment grade descriptors

For all modules comprising the General and Bachelor’s degree and semester modules at Level 8 and below	For Honours Degree and Modules at levels 9 and 10	CGS Grade	Common Numerical Scheme	Descriptors for attainment of Intended Learning Outcomes
Excellent	Outstanding (high) first class Hons	1A, 1A, 1A*	18-20	Exemplary range and depth of attainment of intended learning outcomes+, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts or procedures.
	Clear (middle) first class Hons	1B	17
	Low first class Hons	1C	16
Very Good	High upper second class	2A	15	Attainment of virtually all intended learning outcomes, clearly grounded on close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding.
	Mid upper second class	2B	14
	Lower upper second class	2C	13
Good	High lower second class	2D	12	Attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding.
	Mid lower second class	2E	11
	Low lower second class	2F	10
Pass	High third class	3A	9	Acceptable attainment of some intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure.
	Mid third class	3B	8
	Low third class	3C	7
Fail, marginal	Fail, marginal	4A	6	Attainment of intended learning outcomes appreciably deficient in respect of intended learning outcomes, lacking secure basis in relevant factual or analytical dimensions.
		4B	5
		4C	4
Clear fail	Clear fail	5A	3	No convincing evidence of attainment of intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary.
		5B	2
		5C	1
No Grade	Not Satisfactorily Completed	X	0	Failure to comply with published requirements.

+ as specified by school

Approved QEC May 09

Approved QEC May 10