This page sets out the schemes used by the University in the marking of assessments.
The University operates the following Common Marking Schemes:
|Honours Class||Mark (%)||Grade||Non-Honours Description|
|2.2||50-59||C||Performance at a level showing the potential to achieve at least a lower second class honours degree|
|3rd||40-49||D||Pass, may not be sufficient for progression to an honours programme|
Classification of results
Column 1 applies to all final honours assessment that is classified and is to be used for the overall classification of honours degrees. The notation in columns 1, 2 or 3 may be used for the classification of each paper or discretely identified unit of assessment employed by the Board of Examiners in determining the overall classification.
CMS2 applies to all assessments including all professional degree examinations in Veterinary Medicine. The marks, grades and descriptions in those columns apply both to the overall result and to individual units of assessment contributing to the overall result. Professional degrees may be awarded with distinction in Veterinary Medicine, but are not otherwise classified.
|50-59||E||Marginal Fail (can be compensated where appropriate)|
This scheme applies to all examinations related to the MBChB. There is the potential for exemption for specific items of assessment. Professional degrees may be awarded with honours in Medicine, but are not otherwise classified.
|90-100||A1||An excellent performance, satisfactory for a distinction|
|80-89||A2||An excellent performance, satisfactory for a distinction|
|70-79||A3||An excellent performance, satisfactory for a distinction|
|60-69||B||A very good performance|
|50-59||C||A good performance, satisfactory for a masters degree|
|40-49||D||A satisfactory performance for the diploma and certificate, but inadequate for a masters degree|
(ECA degree programmes which do not use the Assessment Grade Scheme use CMS1 and CMS4)
|Grade||Taxonomy||Assessment Decision||Honours Class - Level 10||Mark Translation (%)||Grade Criteria|
|A1||Extended Abstract||Pass||1st||95||In addition to the attainment at A3, below, the student has made an original contribution to the discipline, by questioning or challenging prevailing paradigms.|
|A2||Extended Abstract||Pass||1st||85||In addition to the attainment at A3, below, the student has made a significant contribution to the discipline within the limits of established paradigms.|
|A3||Extended Abstract||Pass||1st||75||The student has theorised, generalised and hypothesised in the context of their discipline and its relationship with other disciplines in ways appropriate to the problem, situation or theme of enquiry. Connections have been made both within and beyond the brief. Learning can be applied to unfamiliar situations or problems and may extend current theory. It is questioning, speculative and reflective.|
|B||Relational||Pass||2.1||65||The student has analysed, evaluated and /or applied a range of concepts and theories to familiar, and a few unfamiliar situations, problems or themes of enquiry. Resolutions and conclusions are mainly complex, and result from understanding in depth. Learning demonstrates a fully integrated and /or contextualised knowledge structure.|
|C||Multi-structural||Pass||2.2||55||The student has demonstrated an ability to visualise, describe and /or combine established concepts and theories. Learning makes several varying relationships and connections. A few resolutions and conclusions may be complex and original, and result from understanding in depth. However, learning does not demonstrate a fully integrated and /or contextualised knowledge structure.|
|D||Uni-structural||Pass||3rd||45||The student has demonstrated that the intended learning outcomes have been acquired at a threshold level. However, only a few simple relationships and connections have been made. A deeper theoretical understanding or contextual awareness does not support learning.|
|E||Marginal Fail||Fail - Retrieval||Fail||35||The student has acquired some disconnected fragments of learning, which make little structural sense. In this state, they do not overall address the problem, situation or theme of enquiry. They therefore do not demonstrate that the intended learning outcomes have been acquired.|
|F||Clear Fail||Fail - Conditional Re-sit||Fail||25||The student has not addressed the problem, situation or theme of enquiry and therefore, has not acquired the intended learning outcomes.|
Approved by CSPC on 7 June 2011 For use from academic year 2011/12
This article was published on Aug 25, 2011