![]() ![]() With greater insight into the associated requirements underlying the grades and percentage scores that are awarded by lecturers, students will be better able to understand and monitor their own levels of achievement and determine where efforts to improve should be focused, when needed. Lecturers are also being encouraged to provide their own, more detailed descriptors for the benefit of their students, setting out the specific skills and knowledge required in their courses. These will guide lecturers in setting and marking examinations, and will make the grading process more objective and transparent. Consequently, a student who demonstrates the minimum skills, competencies and knowledge required in any course will still pass, just as they would have previously done.Īs part of the 2014/2015 Grading Policy, the University has also introduced generic Grade Descriptors which define the general level of skills, competencies and knowledge associated with each grade band. It continues to remain each course lecturer’s responsibility to set examinations that fairly evaluate each student’s abilities, and to ensure that the student’s work is fairly assessed. A student’s course evaluation is based primarily on the skills, competencies and knowledge demonstrated by the student, not on raw scores. While the 2014/2015 Grading Policy introduces a new passing mark, this will not impact the inherent standards for determination of a student’s passing or failure of a course. Students will now be required to earn a minimum mark of 50% to pass a course. Under the 2014/2015 Grading Policy, a new passing mark of 50% has been implemented and replaces the previous passing mark of 40%. Students who have marginal failures on their transcripts, but who are otherwise progressing well, will have an opportunity to recover from those failures and attain the minimum Grade Point (2.00) to continue, because quality points will be awarded for marginal failures. Three failing bands, F1, F2, and F3, have been introduced to ensure that the existing rules on academic progression at UWI can be applied fairly under the 2014/2015 grading policy. This would allow lecturers to identify and assess the range of knowledge and skills demonstrated by students more effectively.ħ INTRODUCTION OF THREE LEVELS OF FAILURE (FAILING GRADES) It was also stressed in the proposal that the grade descriptors should be used to generate assessment rubrics, assignment-specific marking schemes and marking criteria for every course in the undergraduate degree programme. To this end, the Office of the Board for Undergraduate Studies (OBUS) developed a discussion paper (dated February 2013) which explained the case for the use of descriptors and provided a set of possible generic grade descriptors that could be adopted by the University as a whole, and used as guidelines for assessment in individual disciplines. When the Board for Undergraduate Studies (BUS) approved the recommendations for a revised grading system as set out in BUS Paper 14 (2010/2011), the Board also agreed that grade definitions and grade descriptors should be established for The University and applied to all programmes/courses at all levels. The mark % range for three levels of failures for the 2014/2015 Grade Policy were adjusted:.The mark % range for all grades have been changed.Letter grades 'F1' and 'F2' are assigned quality points of 1.7 and 1.3 respectively.Three levels of failures are introduced as letter grades 'F1', 'F2' and 'F3'.'C-', 'D+' and 'D' letter grades have been eliminated.Students must earn a minimum of 50% to pass a course Changes have been made to the undergraduate failing grades with effect from the 2016/2017 academic year as follows.Note that a new grading policy was introduced in the 2014/2015 academic year. ![]()
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