It is good practice to provide students with the weighting of each assessment task towards the overall course grade at the start of their courses.
Examples of assessment tasks include: in-class test; mid-term test; final exam; written assignment; project report; presentation; learning portfolio; course participation; peer evaluation; online assignment; online quiz; proctored online exam.
While the University has approved the grades and grade points that may be assigned for undergraduate and postgraduate taught courses, it is the responsibility of the individual faculty who design and deliver courses to determine the relationship between overall weighted assessment percentage scores and the overall course Grade/Grade Point.
Instructors, in designing criterion-referenced assessments, should be clear about the relationship between percentage scores, grades, grade points and achievement of course intended learning outcomes (ILOs). The ultimate decision on the percentage score for each Grade/Grade Point rests with the individual faculty who design and deliver courses.
Faculty should note that the “Grade Descriptors for the Assessment of Key Learning Outcomes” state that “It is not expected that all potential learning outcomes covered by the descriptors will be achieved or assessed in particular courses. Staff will need to consider what weighting across the range of potential outcomes is appropriate for their own course assessments.”
(1) Approved Course Grades (Undergraduate)
Letter grades range from A+ to F. Numerical grade points are assigned to each letter grade for the purpose of calculating grade averages, except AU, DI, PA, I, P, PP, T and W.
Grades with grade points assigned are the default grades for courses. Other grades may only be used where this is approved for the course.
Grades should be assigned on the basis of assessment activities established by the instructor at the beginning of the course and completed by the end of the examination period.
Definition | Letter Grade | Grade Points |
Excellent Performance | A+ | 4.3 |
A | 4.0 | |
A- | 3.7 | |
Good Performance | B+ | 3.3 |
B | 3.0 | |
B- | 2.7 | |
Satisfactory Performance | C+ | 2.3 |
C | 2.0 | |
C- | 1.7 | |
Marginal Pass | D | 1.0 |
Fail | F | 0 |
Other grades are not included in the calculation of grade averages. They are:
- AU, for Audited, may be used when a student satisfactorily completes the requirements set by an instructor for auditing a course. Otherwise the course will be removed from the registration record.
- DI and PA, can only be used under the Distinction/Pass/Fail grading system.
- I, for Incomplete, is used when completion of a student’s work is necessarily delayed. This grade must be converted to a regular grade at least one working day before the start of the following regular term; otherwise the I grade is converted to F.
- P, under the Pass/Fail grading system.
- PP, for Permitted to Proceed, may be used at the end of the first term of a two-term course, and for project courses when work is satisfactory but not scheduled to be completed at the end of a term.
- T, for Transferred
- W, for Withdrawal without Penalty, is used when a student obtains approval to withdraw from a course after the add/drop period.
(2) Approved Course Grades (Postgraduate)
Grades range from A+ to F. The grades C- to D-, and E, are not used in postgraduate courses. To calculate the grade point averages, numerical grade points are assigned to each course grade, except HP, P, LP, U, Y, AU, I, P, PP, T, and W which are not included in the calculation of the grade point averages. Grades and grade points for courses are shown in the table below:
Definition | Letter Grade | Grade Points |
Excellent Performance | A+ | 4.3 |
A | 4.0 | |
A- | 3.7 | |
Good Performance | B+ | 3.3 |
B | 3.0 | |
Marginal Pass | B- | 2.70 |
C+ | 2.30 | |
C | 2.00 | |
Fail | F(1) | 0 |
Definition | P/F Grades |
Pass, Ungraded | P(2) |
Failure | F(1) |
Definition | HP/P/LP/U/Y Grades(3) |
High Pass | HP |
Pass | P |
Low Pass | LP |
Unsatisfactory | U(4) |
Incomplete | Y(5) |
Definition | Other Grades |
Audited | AU(6) |
Incomplete | I(7) |
Permitted to Proceed | PP(8) |
Transferred | T |
W(9) | Withdrawal without Penalty |
Notes:
- A failed course (graded F) will not be credited toward a degree.
- The Pass, Ungraded (P) grade is given only for courses that are indicated in the course description in the Course Catalog that they will be graded as such.
- An Unsatisfactory (U) grade will not be credited toward a degree.
- An Incomplete (Y) grade is used when there is an initial delay in coursework. This grade must be converted to a regular grade within a specified deadline; otherwise, it will be converted to a “U” grade.
- The Audited (AU) grade will be assigned when an auditing student has completed, to the satisfaction of the instructor, any conditions established at registration as an auditor. If the conditions are not met, the course will be deleted from the student’s record.
- An Incomplete (I) grade is used when work is necessarily delayed through no fault of the student, such as a medical problem or an equipment breakdown. This grade must be converted to a regular grade at least one working day before the start of the following regular term; otherwise, it is converted to an “F” grade. The I grade given to students on postgraduate diploma programs must be converted to a regular grade within one month from the last day for grade reporting for courses, which is normally the sixth working day from the last day of examinations for the rest of the courses. Otherwise, it is converted to an “F” grade.
- When progress in thesis or project work is satisfactory but not scheduled for completion at the end of a regular term, the “Permitted to Proceed” (PP) grade is used.
- The Withdrawal without Penalty (W) grade is given when a student is granted special approval for withdrawal from a course after the add/drop period.
(3) Grade Descriptors for the Assessment of Key Learning Outcomes
The University has agreed to the following general descriptors for student achievement for the key course-grade bands (A, B, C, and D). These grade descriptors are designed so that both students and faculty can share an understanding of what is necessary to achieve the grade.
The development of grade descriptors reflects the move from norm-referencing, where students are graded with reference to their peers, to criterion-referencing, where student performance is evaluated against the achievement of learning outcomes.
It is not expected that all potential learning outcomes covered by the descriptors will be achieved or assessed in particular courses. Staff will need to consider what weighting across the range of potential outcomes is appropriate for their own course assessments.
Key Learning Outcomes | A: Excellent Performance | B: Good Performance | C: Satisfactory Performance | D: Marginal Pass |
Understanding and demonstrating subject knowledge | Comprehensive grasp of the subject matter; study beyond core requirements | Good knowledge and understanding of the main subject matter | Adequate knowledge and understanding of core subject matter | Threshold knowledge of core subject matter |
Applying concepts and knowledge– Defining and solving problems; Competence in discipline-specific skills/ skills for professional practice | Expertise in problem solving and skills for professional practice | Competence in problem solving and skills for professional practice | Competence in dealing with familiar, well-defined problems; adequate skills for professional practice | Threshold ability to deal with familiar, well-defined problems; potential to achieve key professional skills |
Demonstration of higher cognitive skills– Creativity; Analysis and synthesis; Making comparisons, judgments and evaluations | Demonstrated creativity and significantly high ability to think critically in analyzing and evaluating issues | Demonstrated capacity for analyzing and evaluating issues; makes well-grounded judgments | Some capacity for analysis, critical thinking, and making judgments in familiar situations | Ability to make basic comparisons, connections, and judgments, but work is generally descriptive and reproduces content |
Ability to learn– Setting goals; Motivation, reflection and accountability; Aptitude for working with others on learning goals | Demonstrated capacity for scholarship and cooperation with others to achieve goals | High motivation to learn, persistent effort, and an ability to work with others | Evidence of persistence and effort to achieve broadly defined learning goals | Has benefited from the course and has the potential to develop in the discipline |