Distribution of grades policy (undergraduate)

In accordance with the: University: Unit Assessment Procedures

The grade review policy is to document a process of ensuring grades distribution are aligned with historical data, within certain limits. Any units where the grades fall outside the historical data range will need to provide an explanation to Board of Examiners (BOE).

Policy

The Faculty will implement a review process for any Unit whose grade distribution indicated that assessments were i) excessively difficult or ii) lacking in sufficient difficulty. The triggers for review will
be:

1. Any unit in which greater than 10% of enrolled students receive a fail grade (N)
2. Any Unit in which greater than 40% of enrolled students receive a High Distinction grade (HD)

The actions required within the review are as follows:

1. Any unit in which greater than 10% of enrolled students receive a fail grade (N)

A. Prior to the Board of Examiners Meeting

i. the Unit Coordinator / teaching team must review the exam to determine whether, on balance, the exam consisted of fair examination of clearly communicated learning outcomes

B. At each Board of Examiners Meeting

i. The Board will consider whether to scale the marks by a fixed percentage, and if so, by what percentage (e.g. all marks increased by 10% of their initial value)

ii. The Chair will recommend that the Unit be evaluated using the Faculty Unit Quality Assurance process

C. Following each Board of Examiners Meeting

i. The Unit coordinator and teaching team will review the Unit and Exam assessments prior to the subsequent offering.

2. Any Unit in which greater than 40% of enrolled students receive a High Distinction grade (HD)

A. Prior to the Board of Examiners Meeting

i. No action required

B. At each Board of Examiners Meeting

i. The Chair will recommend that the Unit be evaluated using the Faculty Unit Quality Assurance process

C. Following each Board of Examiners Meeting

i. The Unit coordinator and teaching team will review the Unit and Exam assessments prior to the subsequent offering to determine whether, on balance, the exam consisted of rigorous examination of sufficiently challenging learning outcomes

     

    Approved at Education Committee meeting 3-2013