Academic Differences

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

University Links 

Each class/module is worth 22 SCQF points.  It is an odd measure of grades but more accurate I feel than the traditional 4.0 scale at Maryville College.  Certain courses require so many SCQF points achieved before being allowed to take it which is similar to Maryville College but with grade standing.  The disabilities/learning center is second to none and accommodates a wide arrangement of learning and physical disabilities.  Academic expectations are very high and education is taken very seriously in Scotland.  While techniques of homework/classroom atmosphere vary, one thing different is the tendency receive a grade based solely on one comprehensive exam at the end of the class.  1 (Scottish Credit and Qualifications Framework) is equivalent to 10 hours of study.  I was not able to find any definite numbers of credit for full/part time but here at Maryville College, 12 Credit Hours is equivalent to full time and 6 is part time.  When the credits transfer to Maryville College it is equivalent to 6 credit hours.

The best website I found to try to comprehend everything was http://www.scqf.org.uk/Resources/FAQs#faqno56.  It broke it down in lament terms which was easier to read.  For example, an SCQF5 is not as high of a SCQF7.  But they encourage you to take the level that fits you in that period of your life.  Like I said earlier, Scotland is education based and emphasizes complete understanding.