uni assignment marks

Pass

First-Class Honours

70% - 100%

Upper Second-Class Degree

60% – 69%

Lower Second-Class Degree

50% - 59%

Third Class Degree

40% - 49%

Fail

0 - 39%

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

Calculate your module or degree grades.

This tool helps you quickly work out your average grade across modules and for your degree overall..

Knowing this can help you achieve a better degree by being aware of what grades you need to get in an assessment, or even simply put your mind at rest that you're on track.

• Private We don't store anything
• Trusted Trusted by students since 2011

How do I use this?

What about predicted grades, £50 from octopus energy.

Switch to Octopus Energy and get £50 free credit:

Clearing 2024

There’s still time to apply – Call us on 01902 323 232!  Find out more.

Our Courses

• Undergraduate Courses
• Postgraduate Courses
• Online Distance Learning
• Degree Apprenticeships
• CPD Short Courses
• Architecture and Construction
• Business and Law
• Creative Industries
• Digital and Cyber
• Health and Social Care
• Teaching and Education
• Courses A-Z
• Order a Prospectus
• How to apply
• Ask about a course
• Accounting, Finance and Economics
• Architecture
• Business and Management
• Computer Science
• Film, Media and Screen
• Pharmacy, Pharmaceutical Science and Pharmacology
• Public Health
• Social Work and Social Care
• Sport and Physical Activity
• Civil Engineering and Built Environment
• Cyber Security
• Health Sciences

Nominations are now open for the Alumni Awards 2024

University Life

• Make a Course Enquiry
• Opening Times
• Student Memberships
• Humans of WLV
• Disability Support
• Mature Students Support
• Part-time work
• Student Safety
• How do I apply?
• City Campus
• Walsall Campus
• Telford Campus
• Springfield Campus
• Our Facilities
• Virtual Tour
• News and Events
• Find the right course for you
• Making your application
• After you've applied
• Scholarships
• Costs and Funding
• Repayment Options
• Contact the Gateway

Looking for Bright Sparks: Engineers to teach Physics in new project 

Funding secured to create unique creative writing programme for stroke survivors

International

• Entry Requirements
• English Entry Requirements
• Apply Direct
• International Fees
• Prospective Students
• New Students 
• Current Students
• Who to Contact 
• Pre-Arrival Form
• Accommodation

We are International: University committed to welcoming international students

Our Schools

• School of Creative Industries
• School of Social Science and Humanities
• University of Wolverhampton Business School
• University of Wolverhampton Law School
• School of Allied Health and Midwifery
• School of Education
• School of Nursing
• School of Psychology
• School of Health and Society
• School of Sport
• School of Architecture & Built Environment 
• School of Engineering, Computing and Mathematical Sciences
• School of Life Sciences
• School of Pharmacy

West Midlands Mayor cuts ribbon on new employment and skills hub in Walsall

Work With Us

• National Brownfield Institute
• University of Wolverhampton Science Park
• e-Innovation Centre
• Business and Technology Centre
• Conference Booking
• Dining & Refreshments
• Apprenticeship Courses
• Make an Enquiry
• Adopt green processes  (EnTRESS)
• Knowledge Transfer Partnerships
• University Procurement
• University Jobs
• Executive Education Programmes and Courses
• Accessing our graduate talent pool
• General Higher Education sessions
• Partnerships
• Aspire to HE
• Supplying the University
• Our History
• Governance 
• Academic Calendar
• Equality & Diversity
• Contacts & Maps
• Corporate Information
• Security Services
• Safeguarding
• Applicant Day
• Campus Tours
• Latest News
• Media Relations
• Follow Our Socials
• Teaching and Research
• Human Resources
• Training & Development Opportunities
• eLearning Portal
• Digital Print Services
• Staff Wellbeing Hub
• Comms Toolkit
• Careers Enterprise and The Workplace
• Student Support
• Academic calendar
• Course Guides
• Student Voice
• Stay in touch – Update your details
• Benefits & Services
• Transcripts & Certificates
• Volunteer Opportunities
• Make a donation
• Search Library Resources
• Using the library
• Subject Resources
• Skills for learning
• Digital Campus

New University podcast platform launched: Every Story Has a Start

Assessments and grades

Types of assessments, feedback and grades

Over the duration of your studies, you will be assessed in many different ways that will be relevant to your subject area. Your course has been designed to give you a variety of assessment experiences. This will mean that the assessment tasks for individual modules will be different to each other.

You will come across two main types of assessment activities:

• Formative:  You receive feedback and a mark that does not contribute to the overall module grade. 
• Summative:  The mark you receive will contribute towards the completion of your modules and overall grade.

The  academic calendar  contains University-wide assessment weeks, which take place at the end of our semesters; however, you may be required to submit work at any time during your studies.

Assessments, marking and grades

Assessment briefs.

Assessment briefs are summaries of each assessment activity that you will be asked to complete for your modules. Assessment briefs provide important information such as submission date, the size of the assessment (e.g. word limits), the weighting of activity (if there is more than one assessment point for your module), and additional information that you will need to complete the assessment activity successfully.

All assessment briefs have to be approved by University reviewers to ensure that they are appropriate, inclusive and provide all students with the opportunity to demonstrate that they have met the relevant learning outcomes of the module.

All approved assessment briefs are sent to academic staff from a different University (known as External Examiners), who provide an independent opinion of the proposed assessment. At this stage, the External Examiners have to approve the assignment brief before receiving it at the start of your modules.

Assessment unpacking

In the first few weeks of a module, you will be given an opportunity to discuss the details of the assessment brief to ensure that you understand the tasks that have been set. You will share your understanding of the assessment brief with the tutor, who will be able to address any queries and provide clarification.

Anonymous submission

Where possible, your work will be submitted anonymously. The nature of some assignments means that anonymous submission is not possible (e.g. presentations, practical examinations, oral examinations). When academic staff mark your work, you will only be identified by your student number and not by your name.  This is done to avoid any unintentional bias when your work is marked.

Marking your work

Each piece of submitted assessment will receive a percentage mark. Your marks will relate to performance descriptors that outline the generic characteristics of a piece of work at your level of study.  

To ensure consistency of marking across a module, every assessment activity is moderated by an independent member of staff (i.e. a member of staff who is not part of the module teaching team).  The role of the moderator is to ensure that the marks are at the appropriate level and that the feedback provided to you is appropriate, supportive and will allow you to develop and enhance your future work.

Feedback to students

You will be provided with your percentage mark and some feedback comments. The feedback will explain why your work has been given a particular mark.  It will also explain how you could improve this mark in future assessment tasks.

External grade approval

The external examiner will look at a sample of work from each module. At this stage, the role of the external examiner is to ensure consistency of marking within the module and that the level of the work is equivalent to that at other universities in the country.

Assessment boards

Your percentage mark remains unconfirmed until an assessment board has considered it. The role of the assessment board is to receive and confirm the marks for your work whilst applying our academic regulations to ensure our assessment processes have been consistent and fair. Assessment boards are chaired by a senior independent member of staff and take into account comments that have been made by the external examiner.

Academic appeals

The University academic appeals procedure is in place to enable students to appeal against the decisions of an assessment board , for example, where a grade has been recorded incorrectly, or there has been or an error in the application of the University regulations in a decision regarding progression, completion or classification.  Visit the  Academic Appeals  webpages for further details.

Academic integrity

We are committed to supporting the development of your academic integrity. This means that any work that you write or create has been produced in an honest, fair, and transparent way. Academic integrity is important for recognising and acknowledging the work of other people that you have used in the preparation of your assignments. We know, however, that there are occasions where academic integrity is not maintained (for example, through plagiarism, collusion and cheating), and that this may be unintentional or deliberate. These instances are known as academic misconduct. All examples of academic misconduct will be investigated and penalties may be applied if proven.

As a student, you will have access to a wide range of support services and resources designed to help you to develop your academic skills and to ensure the academic integrity of your work. In addition to the support available through your course, you can also access the Learning for Skills services provided by the libraries, both in-person and online.

Read the  academic integrity  policy for details.

Find out more

The Essex website uses cookies. By continuing to browse the site you are consenting to their use. Please visit our cookie policy to find out which cookies we use and why. View cookie policy.

Assessment and marking policies

The policies below apply to all students on taught courses (ie. sub-degree, undergraduate and taught postgraduate courses).

Marking policy

The policy applies to assessment contributing to a mark at all levels, including level three, level four, as well as the mark appearing on the Examination Board grids from which a student's final degree classification is derived.

A list of definitions and marking policies is given in the document below and includes a table showing the requirements applied to different forms of assessment. Where a particular mode of assessment requires moderation, second-marking or double-marking, the requirements outlined in the policy are a minimum. Departments can moderate, second-mark or double-mark more work if they wish or if they are required to do so by a professional body.

• Marking Policy  (.pdf)
• Form to request a re-mark  (.docx) (Students: please submit your completed form to your department).
• GTA and GLA exam and course marking application form (.docx)

Assessment policy

• Assessment policies for undergraduate and taught postgraduate awards (.pdf)
• Extenuating circumstances

Information for staff

• External examiners
• Giving assessment feedback
• For enquiries contact your Student Services Hub
• University of Essex
• Wivenhoe Park
• Colchester CO4 3SQ
• Accessibility
• Privacy and Cookie Policy

• Post-study support
• Certificates and verification
• Transcript of qualifications

Explaining what’s on your transcript

Explaining the grades, module/unit outcomes and terminology on your transcript.

Undergraduate 

Grades (100 point scale).

70-100 – work of a Class 1 standard

60-69 – work of a Class 2.1 standard

50-59 – work of a Class 2.2. standard

45-49 – work of a Class 3 standard

40-44 – work of a Pass standard

0-39 – fail*

*If you’re commencing Level 3 or 4 and have taken a unit / module at FHEQ level 7, any grade between 0 - 49 is deemed a Fail.

Medicine grades (MBChB): students commencing study before 2020

3 - 5 = Pass

0 = Work not Submitted

Medicine grades (MBChB): students commencing study in or after 2020

Pass grades:, fail grade:, dentistry grades.

50 - 100 = Pass

0 - 49 = Fail*

*Before 2009-10, a grade of 0 was defined as Work not Submitted.

For MBChB and undergraduate Dentistry courses, a D alongside a grade or module outcome indicates a Distinction. This is the same for any Achieve More modules, which ran from 2014-2017.

Module / unit outcome codes

P (Pass) : you’ve been awarded an overall pass numerical grade.

CP (Compensated Pass) : your overall numerical grade was a fail but you have been awarded a pass due to your performance in your other modules.

F (Fail) : you’ve been awarded an overall fail numerical grade.

DE (Deferred Result) : your module / unit result has been delayed but is expected to be available shortly.

EX (Exempt) : you’ve been formally exempted from the module / unit due to previous study or work experience.

MD (Module Dropped) : If you were allowed to drop a module/unit after the Add/Drop period (third week of semester), this module will still show on your record as MD.

NA (Not Assessed) :

• you haven’t attempted an assessment / exam by arrangement with your department; or
• your department has requested that you be recorded as NA for legitimate reasons (eg medical)

NC (Not Completed)

• you have not submitted work / sat an exam without the agreement of your department; or
• the work you submitted is deemed to be of no academic merit; or
• the department or University Discipline Committee have decided to invoke the relevant General Regulations to refuse or deny you credit for the module / unit.

Degree classifications

1 – Class 1 Honours

2.1 – Class 2 Division 1 Honours

2.2 – Class 2 Division 2 Honours

3 – Class 3 Honours

H – Unclassified Honours

AG – Aegrotat  (for an explanation, see section 14-15 of the General Regulations for First Degrees )

Fail (Final) – Fail

WH (Final) – Results withheld

DE (Final) – Deferred result

NA (Final) – Not Assessed

A star (*) against a unit on your online UG results statement means that unit isn’t for credit and won’t affect your ability to progress to the next level of study or your final degree award.

For information on how we calculate your final degree classification, visit:

• How we award your degree   (student login required)

Postgraduate

Postgraduate modules/units have a pass mark of 50 or above. Next to each module/unit on your transcript you’ll receive one of the following codes:

P (Pass): you’ve been awarded an overall pass numerical grade.

AG (Aegrotat) : for an explanation, see section 11-12 of the General Regulations for Higher Degrees, Postgraduate Diplomas and Postgraduate Certificates.

F (Fail): you’ve been awarded an overall fail numerical grade.

DE (Deferred Result): your module / unit result has been delayed but is expected to be available shortly.

EX (Exempt): you’ve been formally exempted from the module / unit due to previous study or work experience.

MD (Module Dropped): If you were allowed to drop a module / unit after the Add/Drop period (third week of semester), this module will still show on your record as MD.

NA (Not Assessed):

• your department has requested that you be recorded as NA for legitimate reasons (e.g. medical).

NC (Not Completed):

• you have not submitted work/sat an exam without the agreement of your department; or

Fail (final) or Not Assessed (final): you haven’t been successful in the final examinations for your programme of study. Visit the page below for information on what to do next.

• Resits and reassessment   (student login required)

Deferred result (final): the results for one or more of your units or your award recommendation aren’t available yet. Your transcript will be re-issued when we have all your results. 

WD Fail (Left after unsuccessful completion): you’ve exhausted all possible opportunities for examination on your programme of study and your registration will be terminated.

Visiting students

How your course is structured.

Your programme has a modular structure. Each unit/module of study within your programme is assigned a unit code and has a credit value.

If you’re studying with us for a full academic year on an undergraduate programme, you’ll study units/modules to the value of 120 credits in each academic year. If you’re on a postgraduate programme, you’ll study units/modules to the value of 180 credits.

One overall result is recorded for each unit/module. Your home University can convert this to a grade on their marking scale.

European Credit Transfer System (ECTS)

The table below outlines the grading scale we use for your units/modules and the equivalent in the European Credit Transfer System (ECTS).

Two UK credits = one ECTS credit

The same grades are used for postgraduate units, but 50 and above on the below scale is deemed a pass.

For units at FHEQ Level 7 taken by students commencing Level 3 or Level 4 in or after September 2014, any grade between 0-49 is defined as Fail.

Next to each module on your transcript, you’ll be given one of the following codes:

MD (Module Dropped) : If you were allowed to drop a module / unit after the Add/Drop period (third week of semester), this module will still show on your record as MD.

NC (Not Completed) :

Postgraduate units

Grades for postgraduate units (where the number part of the unit code begins with a six, eg MAS6100) are not normally available until the November after you completed the module/unit. The same grades and codes are used for postgraduate units, but grade 50 on the 100 point scale indicates work of a pass standard. 

If you studied between 1994-2000 

Between 1994 and 2000 we used the 16-point scale below to grade your modules. 

Unit grade (16 point scale)

14-16 – Work of a Class 1 standard 

11-13 – Work of a Class 2.1 standard 

8-10 – Work of a Class 2.2 standard

5-7 – Work of a Class 3 standard 

4 – Work of a pass standard 

1-3 – Fail 

0 – Work not submitted 

Postgraduate and UG School of Clinical Dentistry 

8-16 – Pass

1-7 – Fail 

0 – Work not submitted

The University of Sheffield first degrees, in common with other UK universities, are classified as:

1 -  Class 1 Honours

2.1 - Class 2 Division 1 Honours

2.2 - Class 2 Division 2 Honours

3 - Class 3 Honours

P - Pass degree (meaning a pass at the minimum standard required for graduation but without honours)

Explanation of other terminology

Framework for higher education qualifications (fheq).

The FHEQ is a nationally agreed system for defining Higher Education qualifications in England, Wales and Northern Ireland.

Key purpose:

• assist in identifying potential progression routes
• provide a point of reference for setting and assessing academic standards
• promote a common understanding of the expectations associated with typical qualifications

It’s also designed to align with the Framework for Qualifications of the European Higher Education Arena (FQ-EHEA).

The FHEQ has eight levels in total, with undergraduate qualifications starting at Level 4.

• Levels 1-3: precede undergraduate study
• Level 4: the first part of an undergraduate Bachelor’s degree
• Level 5: the middle part of an undergraduate Bachelor’s degree
• Level 6: the last part of an undergraduate Bachelor’s degree
• Level 7: a Master’s degree
• Level 8: a Doctorate

Bachelor’s degrees with Honours typically consist of 360 credits in total with a minimum of 90 credits at FHEQ Level 6.

Integrated masters degrees typically consist of 480 credits with a minimum of 120 credits at FHEQ Level 7.

Qualifications Framework Level (QF Level)

QF levels refer to the general level at which you should be working in a particular academic year.

• eg your first year of undergraduate study will be at QF level 4, your second at level 5, and your third at level 6.

The FHEQ levels of the modules you take within the year may vary, with some being higher or lower than the overall QF level of your course in that year.

• eg if you’re a second year undergraduate and you’re taking a beginner’s language module at FHEQ level 4, your QF level will still be level 5.

Framework for Qualifications of the European Higher Education Arena (FQ-EHEA)

The FQ-EHEA organises national higher education qualifications across Europe into an overarching European framework, in order to define their relative levels of complexity and difficulty.

Within the FQ-EHEA, the three higher education levels are defined as “cycles”.

First cycle: broadly corresponds to undergraduate qualifications in the UK (FHEQ Level 6).

Second cycle: broadly corresponds to postgraduate qualifications, typically at Masters level in the UK (FHEQ Level 7).

Third cycle: broadly corresponds to postgraduate qualifications, typically at Doctoral level in the UK (FHEQ Level 8).

European Credit Transfer and Accumulation System (ECTS)

The ECTS was developed to promote the international recognition of qualifications and student mobility within Europe.

Two UK credits are equivalent to one ECTS credit.

For queries about graduation:

• Contact the Events team   (student login required)

For queries about your individual grades:

•   Contact your department   (student login required)

For general queries about what happens next:

• Contact Student Registry

For immigration advice:

•   Contact International Student Support . (student login required)

Related information

Course structure (student login required)

Resits and Reassessment (student login required)

How to access your results (student login required)

Request your postgraduate certificate

Information for students

The Student Services Information Desk (SSiD) answers a range of general student related enquiries

• Academic life
• Registration
• Module Enrolment
• Discovery Modules
• Creating Sustainable Futures
• Enterprise and Innovation
• Ethics, Religion and Law
• Exploring the Sciences
• Languages and Intercultural understanding
• Media, Culture and Creativity
• Mind and Body
• Personal and Professional Development
• Power and Conflict
• Technology and its Impacts
• Making changes
• Attendance and Absences
• Academic Dates and Deadlines
• Study Support
• Leeds for Life
• Plus Programme
• Higher and Degree Apprenticeships
• School of Medicine
• Lifelong learning centre
• Online learning support
• Navigating online learning systems
• Key dates and locations
• Preparing for your assessments
• Online assessments
• On-campus assessments
• I need help during the assessment period
• What happens after the assessment period?
• Classification
• Academic Integrity
• Artificial intelligence (AI)
• Postgraduate research
• Starting your research
• During your research
• Thesis Submission and the Viva
• Postgraduate researcher policies and procedures
• Funding for postgraduate researchers
• The Doctoral College
• Research practice
• If your research is disrupted
• Prepare for your graduation ceremony
• Leaving the university
• Official documentation and regulations
• Feedback and complaints
• Responding to your feedback
• Research student policies and procedures
• Taught student policies and procedures
• Paying fees and charges
• University scholarships and funds
• Leeds Bursary
• University Financial Assistance Fund
• External funding
• Student loans
• American and Canadian student funding
• Funding for medics and dentists
• NHS Learning Support Fund
• Study abroad and work placements
• Finding work
• Opportunities
• Languages for All
• The Turing Scheme
• Leadership programmes
• Support and wellbeing
• Counselling and wellbeing
• Groups and workshops
• Togetherall, resources and self help
• Your emotional wellbeing
• Healthy relationships with yourself and others
• Dealing with academic challenges and life stress
• Academic stress and challenges
• Life stress and challenges
• Support for our diverse students
• Disabled student support
• Who we support
• Setting up your support
• Funding for disabled students
• Support for disabled students
• Your safety
• Fraud, phishing, scams; don't lose your money
• Safety at home
• Your personal safety
• Bereavement
• Medical services and what to do if you're ill
• Harassment and misconduct
• Sexual Violence
• Your campus experience and life in Leeds
• Study abroad
• Where can I go?
• Prepare to apply
• Get ready to go
• Study Abroad funding and costs
• During your Study Abroad year
• Returning to Leeds
• Summer abroad
• International students
• Prepare for Leeds
• Your first weeks at Leeds
• International orientation
• Complete start-up processes
• Opening a bank account
• Settle into life at Leeds
• Global Community
• Intercultural work and volunteering
• Intercultural experiences
• Explore Languages and Cultures
• Living in the UK
• International families
• Work volunteering and your visa
• Student Life
• Your time in Leeds
• Finding Your Way Around
• Children and Family
• Staying Safe
• Health and wellbeing
• The Leeds Partnership
• Laidlaw Leadership and Research Programme
• Undergraduate research opportunities
• Applications and interviews
• Career options
• Starting your own business (SPARK)
• Jobs and work experience
• Discover your future
• Final year support
• Leadership programme

Explanation of Marks

The University uses a 0-100 numerical marking scale as well as non-numeric marks and suffixes, which are letters applied against marks.

Numerical marking scale

With the exception of modules which as pass/fail, faculties and schools (other than the School of Medicine in relation to the MBChB programme) mark undergraduate and postgraduate modules, examination scripts and other assessed work on the University's 0-100 scale.

All assessed work is marked according to the achievement represented.

Minimum pass mark for modules

The minimum pass mark for Undergraduate level 1, 2 or 3 modules is 40.

The minimum pass mark for taught Postgraduate level M modules is 50.

For further information about grading and marking – including progression and resits – please read the Rules for Award webpage .

Non-numeric module marks

Non-numeric module marks are module marks which are not in the format of a number.  In addition to those noted below, some module marks in the School of Medicine are returned on an A-E scale.

AB stands for absent. A module mark of AB indicates that none of the assessment components (for example coursework or exam) which make up the module mark have been submitted or attended.

If you submitted or attended some assessments for a module, you will see a module mark which covers both those components submitted and 0 for those which are not.

If you have a module mark of AB for a module which counts towards the calculation of your degree, then this will act as a module mark of 0 for classification purposes.

If you are eligible for a resit and do not apply, a mark of AB may be returned against the attempt to show it was available.

F stands for fail. A module mark of F indicates a fail in a module which is being marked on a pass/fail basis.

The F is not used in classification calculations. Classifications are calculated using numeric marks.

I stands for investigation. A module mark of I indicates that a mark is not available due to an ongoing investigation into possible academic misconduct.  The I is a temporary mark and will be amended once an investigation outcome has been determined.  

You won’t see a mark of I on your official transcript.

P stands for pass. A module mark of P indicates a pass in a module which is being marked on a pass/fail basis.

The P is not used in classification calculations. Classifications are calculated using numeric marks.

PM stands for pass with merit. PD stands for pass with distinction.

WD stands for withdrawn. A module mark of WD indicates that a student withdrew before they attended sufficient teaching to attempt the assessment (i.e. usually up to and including week 8 of the teaching for the module).

When a WD is recorded against a module, the module will appear on your official transcript but the mark will be blank.  

Suffixes  

Suffixes are letter codes which are added to module marks to indicate a particular status.  Some suffixes also perform an action in the University’s student records system such as awarding or withholding credit.  Suffixes can be added to both numeric and non-numeric module marks (for example, 35C or ABV). 

A module mark with the suffix C indicates that due to mitigating circumstances there is an incomplete, unsubmitted or failed compulsory individual assessment (or assessments).

It can also mean that due to mitigating circumstances, the requirements of a module have not been met (for example, due to a specific assessment mark or mark average).

The C will be attached to the overall module mark (which is composed of any individual assessment marks which have been achieved, including 0 for missing individual assessments). When used against a pass mark, the C suffix will withhold the credits for the module.

To achieve the module credits, you must complete the outstanding work/satisfy the required criteria.

You won’t see the C suffix on your official transcript, only the mark will appear.

A module mark with the suffix G indicates an academic misconduct offence has been expunged (i.e.  you have completed the work required to discharge the offence).

The G suffix can be used against both pass and fail module marks but where it is used against a fail mark, the credits will be awarded for the module.

You won’t see a G suffix on your official transcript, only the mark will appear.

A module mark with the suffix H indicates either: 

• That there is an academic misconduct offence. It should be used with 0 (0H) to indicate an academic misconduct offence on the module.
• That an academic misconduct offence has been expunged (i.e.  you have completed the work required to discharge the offence) and the module credits are not awarded.

The H suffix can be used against both pass and fail module marks but where it is used against a pass mark, the credits will be withheld for the module.

You won’t see a H suffix on your official transcript, only the mark will appear.

A module mark with the suffix S indicates either:

• The format of the reassessment is unsuitable to be assessed in August; or
• The Assessment Board has determined that the student should be denied an August reassessment on the grounds of exceptionally poor performance at their first attempt.  It is used in this format only in exceptional circumstances.

You won’t see a S suffix on your official transcript, only the mark will appear.

A module mark with the suffix U indicates that a student has not followed the academic misconduct procedures correctly in one or more assessments within that module and that the University Special Cases Committee (USCC), the Teaching School and the student have agreed that the student should resit the relevant assessment for a mark capped at the pass mark, rather than indicate that this is an academic misconduct offence.

You won’t see a U suffix on your official transcript, only the mark will appear.

A module mark with the suffix V indicates there is an incomplete, unsubmitted or failed compulsory individual assessment (or assessments).

It can also mean that the requirements of a module have not been met (for example, due to a specific assessment mark or mark average).

The V will be attached to the overall module mark (which is composed of any individual assessment marks which have been achieved, including 0 for missing individual assessments). When used against a pass mark, the V suffix will withhold the credits for the module.

If on classification, the V remains against a pass mark, a module mark of 39 for undergraduate modules and 49 for taught postgraduate modules is used when calculating the classification. 

You won’t see a V suffix on your official transcript.  Any mark with a V suffix will show as INC (for incomplete).

Translating marks from the 20-90 scale (pre-2018/19 only) 

Please note this only applies to modules where the mark was returned pre-autumn 2018.

To standardise module grades, the 0-100 scale is used as the basis for degree classification and all grades which were marked on the 20-90 scale are converted to it.

The two scales correspond exactly between 30 and 80, which is where most of the students’ marks will fall.

To be able to use the classification calculator to estimate your final result, you will need to translate any marks awarded on the 20-90 scale to the 0-100 scale.  (See the  Classification Calculator  webpage for information and links to the appropriate calculator.)

This table shows how the two scales translate to each other.

Classification Calculator

To calculate your average grade per year or your overall classification see the Classification Calculator webpage.

Related Items

You can use the Academic Appeals Procedure if you want to challenge the outcomes of the University’s assessment process.

• The Library
• Leeds University Union
• Terms & Conditions
• Accessibility
• Privacy and cookies
• Freedom of Information

© 2024 University of Leeds, Leeds, LS2 9JT

• Coming soon
• Recent changes
• Academic regulations
• Programme and module design and approval
• Assessment overview and School responsibilities
• Assessment Regulations
• Assessment and marking policies
• Degree classification
• Policy on circumstances affecting students' ability to study and complete assessments
• Extenuating circumstances
• Fitness to practise procedures
• Policy on academic misconduct
• Policy on proofreading
• Personal tutoring, student support and development
• Concerns, complaints and appeals
• Registration and attendance
• Research degree programmes
• Student engagement and representation
• Studies away from the University
• Professional Work Based Learning
• Contingency classification and progression regulations
• Exceptional classification and progression regulations
• Exceptional regulations: Covid-19

Policy on marking and grading

This page contains the University's policy on marking and grading. Its content is applicable to staff and students across all of the UK, China and Malaysia campuses.

Search the manual

1.0 purpose - overview of assessment policies and procedures .

Includes:  assessment process

Quality assurance of assessment consists of several elements. These can be distinguished according to the different stages of the assessment process at which they operate:

• Pre-assessment activities (including guidance for students and markers about the assessment activity; scrutiny of the assessment activity by internal or external examiners; calibration of standards among markers)
• The assessment itself (including measures to assure the fairness of assessment conditions, such as invigilation, appropriate adjustments for students with support plans, and external review of exam papers)
• Marking (including use of clear standards,  anonymity of marking, and double marking where appropriate)
• Internal Moderation (checking that standards have been applied consistently during marking)
• Marks adjustment (adjustment of marks in light of a flaw in the assessment to maintain standards across cohorts)
• Scrutiny by External Examiners
• Approval of marks by Exam Board

The appropriate combination of these elements of quality assurance will vary by discipline and assessment task, so some variation in practice between Schools is to be expected and not all elements will be appropriate to all assessments. Further information regarding moderation and marks adjustment can be found below.

2.0 Key Principles

2.1 internal and external examiners.

Includes:  Postgraduate students with teaching responsibilities; responsibilities of Head of School

All assessments for programmes and modules leading to a University award must involve both one or more internal examiners and one or more independent external examiners. In addition, all members of academic staff will act as internal examiners in the subjects in their School.

The University of Nottingham policy on the appointment and responsibilities of External Examiners can be found online, and is linked below.

The School has a duty to ensure that any individuals acting as internal examiners who are not academic staff of the University, are fully briefed and have relevant experience and sufficient knowledge of their subject area to assess students' knowledge and skills. For more information, please consult the Policy on occasional teachers linked below.

Postgraduate students with teaching responsibilities may also act as internal examiners. For more information, please consult the Policy on University of Nottingham students who teach.

In respect of any assessment carried out by postgraduate students with teaching responsibilities, Heads of School must ensure that:

• They are supervised by a named member of academic staff
• They are provided with training appropriate to their role in the assessment process
• Assessments that contribute to the final module/programme mark:

1.   Are moderated by a member of academic staff

2.    Are limited, as far as practicable, to those elements of assessment that do not contribute to the degree classification

• Such assessments which do not contribute to the final module/programme mark are second marked where appropriate on a sampling basis by a member of academic staff.

Students must be informed by their School when and how they will receive results and the various stages of the process of distributing results.

2.1.1 lndependent Assessors for Apprenticeship Programmes

On integrated apprenticeship programmes the End-Point Assessment serves as a final credit bearing module for the degree. It also constitutes the summative assessment for the apprenticeship award. Each specific End-Point Assessment plan outlines the final classification criteria for the apprenticeship award. Thus assessment of this module will need to meet the requirements of the published apprenticeship End-Point Assessment plan in addition to contributing to the degree award. 

The Institute for Apprenticeships and Technical Education (IfATE) prescribes that the assessment of the End-Point Assessment is performed by suitably qualified Independent Assessors. These are appointed internally or externally and they will provide the grade for the overall outcome for the apprenticeship award. Dependent on the programme, the grade to contribute to the degree award may also be provided by the Independent Assessor/s, and thus may not be a member of University staff who is involved in the programme.

2.2 Marking criteria

Includes:  role of School Boards; requirements of the School; Marking criteria examples; double-marking

It is recognised that there is a need for School Boards to conduct the assessment of students in a manner that is appropriate to individual disciplines and to the methods of assessment employed.

All Schools are required to have written marking criteria across the full range of marks available (0-100) which is published in School Handbooks. Marking criteria must include categories from 70% to 100% and 0% to 40%. Marking advice must be available to markers in relation to all forms of assessment used within the School/Department.

The School's marking criteria must be signposted in its programme specifications (Section C. Supplementary Regulations, 3. Assessment). 

In pursuit of assessment practices that are fair, valid and reliable the University recognises double-marking (preferably "blind" where the first mark is not made known to the second marker) as good practice for all assessments where appropriate.

For apprenticeship programmes, to meet requirements outlined by the Institute for Apprenticeships and Technical Education (IfATE), the criteria outlined in the specific End-Point Assessment plan for each apprenticeship standard must be followed. For more information please visit the Institute for Apprenticeships and Technical Education website, via the link below.

Permitted differences to local School policy on marking criteria may be required, for example providing acceptable tolerances in assessment word count. 

2.3 Moderation

Includes: role of   external examiners; sample size; moderation assessment report form

Moderation is the process of checking that standards have been applied correctly and consistently during the marking of an assessment. It is distinct from marking (including double marking) and from marks adjustment. Unlike double marking, moderation must not result in a change to the mark awarded to just one student; any changes to marks following moderation must be applied systematically to all affected students taking the assessment (e.g. all students who answered a given question). Unlike marks adjustment, moderation examines the application of standards to a unit of assessment, and does not compare marks across different cohorts.

Moderation is also distinct from the scrutiny of assessment by External Examiners. External Examiners will not be involved in the marking process as their role is to ensure that policies and regulations have been appropriately applied, that the assessment process is fair and robust and to ensure that standards applied are consistent with subject benchmark statements and other institutions.

All assessments that contribute to the determination or classification of an award must have been subject to moderation. Moderation must have been conducted by someone other than the first marker.

An absolute minimum number of student submissions for each assessment must be reviewed by the moderator. That number is determined by the number of students registered to take the assessment as follows:

Schools must decide for themselves the appropriate sample size for moderation for each assessment and it is expected that this will often exceed the minimum. This decision is based on the nature of the assessment, its weighting (i.e. number of credits), the number of first markers and their level of experience. 

Sampling for moderation must be random but should include at least one submission from each mark range (where they exist): 0-39, 40-49, 50-59, 60-69, 70-100.

Schools must have a clear and explicit written policy governing the moderation of marking which should be available to students (for example via School handbooks and School Community Moodle pages). All markers in a School must be clearly briefed on these processes each academic year.

These processes must specify:

• What proportion of work is sampled during moderation for each type of assessment (subject to the above minimum)
• Whether the sample must include work of certain kinds (e.g. whether special attention is paid to work marked as borderline)
• What should happen if a moderator believes that standards have not been applied correctly

Schools must have a uniform system for fully recording the process of moderation so that examiners can clearly understand how moderation has occurred and what consequences have arisen from it. These records must be available to External Examiners as soon as possible and be tabled at relevant Examination Boards. An example of such a system is provided below from the Faculty of Arts:

For apprenticeship programmes, moderation will be in line with School policy, unless there are alternative requirements specific to the End-Point Assessment module. Moderation of this module will be undertaken by the appointed Independent Assessors or by internal staff who are independent of prior teaching. This will be determined and arranged locally.

2.4 Marks adjustment 

Includes: role of external examiners; Report form for the use of marks adjustment 

A School is expected to consider data regarding marks on modules for which it has responsibility (for example, median mark and variance for each module) to identify possible issues with the delivery and assessment of the module prior to the Exam Board. Normally this analysis would also be taken into account in the School’s regular review of modules.

Where there has been a clear flaw in the assessment process (e.g. mistakes on a question paper), Schools have a responsibility to ensure that this does not have a significant impact on the fairness or robustness of the final marks. Where such a flaw is identified Schools should develop a suitable adjustment to be applied to all marks and report this to the External Examiners.

Where no potential flaws have been identified the summary report form linked below must be completed.

Where potential flaws have been identified by markers, reported by students or may come to light because of comparison of marks profiles (e.g. comparison of median mark and variance) with other modules taken by the same cohort or with the same module taken by previous cohorts, the marks adjustment report for the affected module(s) must be completed, linked in section 5 below.

Review and sign off of the marks adjustment form (including nil returns) must take place at the Exam Board. Any approved adjustment and its rationale must then be communicated clearly to all students who took the module (normally via the module feedback report) and communicated to Quality and Student Management Systems Team (within Registry and Academic Affairs) for report to Quality and Standards Committee (QSC) using the forms below. 

The module level information report must detail the rationale for marks adjustment; the method used; the method used to inform students; and any remedial measures implemented as a result of marks adjustment.  These forms must be appended to the summary form submitted. A separate report form should be used for each module where marks have been subject to adjustment. Schools are expected to submit an annual report even if there is a nil return. Where there is a nil return a single summary form must be used.

 Reports must be submitted at the same time as the main Examination Board recommendations in June/July (Undergraduate programmes) and by November (Postgraduate Taught programmes). 

2.5 Viva Voce examinations

Viva voce examinations may only be used as part of a documented assessment procedure and must not be used as part of the consideration of borderline candidates or in the final decision making process.

The only exception to this is where an external body requires that a Viva Voce examination is held as a separate assessment forming part of the decision-making process. In such a case the School must publish a written policy that must be included in the student handbook or otherwise drawn to the attention of students. This must address the following issues:

• The name of the body that requires the viva voce examination to take place
• The role of the viva in the assessment/classification process
• Who has the authority to call a student for a viva
• Selection criteria
• Whether attendance is compulsory or voluntary
• Notice given to a student
• Procedures followed and documents produced
• Whether a student can request a viva  

Formal records of all such vivas must be kept. 

Schools are encouraged to organise meetings for external examiners with representative groups of students as a mechanism for ensuring quality and standards control but this should not form part of the assessment process.

2.6 Penalties and legibility

2.6.1 penalties.

University policy on penalties for late submission of assessed coursework can be found online and linked below. 

2.6.2 Legibility

University policy on legibility of work submitted for assessment can be found online. For more information, please consult the information linked below:

2.7 Anonymous marking

Includes:  marking by numbers

For formal written examinations the University operates a marking by numbers (or anonymous marking) system. For more information about the marking by number system, please consult the Marking by Number page.

Schools must also ensure that coursework is anonymous at the time of marking where this is possible and appropriate for the educational aims

Schools must ensure that clear statements of the responsibilities of those involved in computation, checking and recording of assessment data exist.

2.8 Rounding

Includes: degree classification; progression

2.8.1 Degree Classification

For the purposes of classifying undergraduate degrees, marks will be rounded at the stages detailed under Degree Classification for each individual module.

The University convention on rounding of numeric marks for all awards is as follows:

Marks must be rounded at two stages only: 

• When two or more unit marks are computed (using a weighting formula), the result should be rounded into a single integer module mark
• When the overall weighted average mark has been computed, it should be rounded into a single overall integer mark, before a classification is assigned. 

Rounding means that any mark of x.5 and decimal fractions above, becomes the next highest integer e.g. 69.5 is rounded to 70, 59.5 to 60, and so on. Decimal fractions below x.5 are rounded to the next lowest integer - for example, 69.4 is rounded to 69. For the purposes of rounding, the mark should be truncated and only the first decimal place is used (e.g. 69.45 becomes 69.4, which is rounded to 69).

Following the rounding convention set out above, overall marks of 39.5, 49.5, 59.5, and 69.5 will be rounded to 40, 50, 60 & 70 respectively.

2.8.2 Progression

For the purposes of progression, overall average marks will be rounded to the nearest integer so that marks of 29.5, 39.5 and 49.5 will be rounded to 30, 40 and 50 respectively. Decimal fractions below x.5 are rounded to the next lowest integer - for example, 69.4 is rounded to 69. For the purposes of rounding, the mark should be truncated and only the first decimal place is used (e.g. 69.45 becomes 69.4, which is rounded to 69).

3.0 Related regulations, policies and procedures

Policy on occasional teachers

Policy on University of Nottingham students who teach

Appointment and responsibilities of External Examiners

Institute for Apprenticeships and Technical Education

Policy on penalties for late submission of assessed work

Legibility of work submitted for assessment

Marking by number

For examples of marking criteria, please consult the following:

Example moderation sysutem from the Faculty of Arts

Summary Mark Adjustment form (where no adjustment is needed)

Marks Adjustment form (when adjustment is needed)

UNUK students   

Student services, unnc students , unm students , staff       , related content.

Portland Building, University of Nottingham University Park Nottingham, NG7 2RD

Legal information

• Terms and conditions
• Posting rules
• Accessibility
• Freedom of information
• Charity gateway
• Cookie policy

Connect with the University of Nottingham through social media and our blogs .

Browser does not support script.

Academic Manual

• 4. Marking & Moderation

Section 4: Marking & Moderation

Published for 2023-24

4.1 Overarching Principles

4.2 Responsibilities

4.3 Markers

4.4 Anonymity

4.5 Marking Criteria

4.6 Second Marking

4.6.1 minimum requirements.

4.6.2 Parity Meetings

4.6.3 Sampling

4.6.4 Reconciliation of Marks

4.6.5 Third Markers

4.6.6 Documentation of Marking

4.7 Internal Moderation

Advice for Students

Further information and advice for students about assessment is available on the  Examinations & Awards webpages .

Recent Changes

A guide to changes to the regulations are available from the  Recent Changes  page.

This discussion is now closed.

• University Degree Grade Uplifted
• Which uni is better for law LLB? Essex vs London? Online bachelors degree.
• What does it mean if I don’t need to attend a viva?
• Bad marks on first masters essays
• Mature Students
• Does Chester uni round up for the nearest mark?
• One grade ruined my whole average and I’m scared
• How difficult is first year?
• How do I calculate my module grade?
• 2:2 on first uni essay
• About my essay
• SQA Higher Chemistry - Paper 2 - 23rd May 2024 [Exam Chat]
• Help me figure out my final degree grade please :(
• Advice for essays
• uni grades are so inconsistent
• GCSE Math Grading
• Got 2:2 law at RG uni. Appealing and next steps?
• Good LLMs at good unis with 2:1-2:2 entry requirements ?
• University freshman here - been invited on holiday in early October. Should I do it?

Is 58% bad for my first uni assignment?

Scroll to see replies

Related discussions

Last reply 2 days ago

Last reply 5 days ago

Last reply 1 week ago

Last reply 2 weeks ago

Last reply 3 weeks ago

Articles for you

What is a campus university? List of campus unis in the UK

The Ucas personal statement is changing in 2025

What is Clearing Plus?

What is the Russell Group? List of Russell Group universities

5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

Disclosure statement

Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Sydney provides funding as a member of The Conversation AU.

View all partners

University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

• College assignments
• University study
• Writing tips
• Essay writing
• Student assessment

Administration and Events Assistant

Head of Evidence to Action

Supply Chain - Assistant/Associate Professor (Tenure-Track)

OzGrav Postdoctoral Research Fellow

Casual Facilitator: GERRIC Student Programs - Arts, Design and Architecture

• Accessibility Tools
• The home of current students
• Academic Life
• Academic Regulations
• Undergraduate and Postgraduate Taught Guidance
• Assessment and Progress for Undergraduate and Postgraduate Taught Students
• Student News
• IT Service Desk
• Student Spaces
• Postgraduate Research
• Students' Union

Guidance on Marking for Undergraduate and Postgraduate Taught Students

For information on Marking, Moderation and the Release of Marks please see Swansea University's Assessment, Marking and Feedback policy .

Marking Scales

You will be awarded a mark for each module based on your performance in the various assessment exercises. Faculties/Schools usually issue a set of marking conventions which will explain to you how they arrive at particular marks. This may differ between Faculties/Schools depending on the particular course you are studying, and the requirements of a Professional, Statutory and Regulatory Body (PSRB) your course may be a subject to. The marking scales presented below, are for guidance purposes only, and some programmes will have specific and/or different scales. Please check any specific information for your course in your course handbook or a  Canvas site.

The following scales are used by the academic members of staff when determining marks (except in the case of postgraduate students who started before September 2003).

Pass mark = 40%*

* Please note that the pass mark for postgraduate-level modules (Level 7) has been set at 50%. If you are pursuing an Advanced Initial Degree (e.g. MEng/MMath/MPhys/MOst) you will pursue such modules during the final year and will be expected to achieve a mark of 50% + before being deemed to have passed the module.

Module Marks

Pass mark for credit = 50%

Failure = 0-49.99%

Overall Averages/Result

Postgraduate Certificate Marking Scale

Pass mark = 50%

No toleration applies.

Methods of Assessment

Each module is regarded as being a separate entity and consequently should normally be assessed independently of any other module. Modules may be assessed in a number of different ways:

• examinations;
• oral examination;
• dissertation;
• continuous assessment (which might include fieldwork reports, practical-class reports, group projects, essay work, etc).

The methods of assessment are designed to test your understanding of the work covered by the syllabus. They are determined by the Faculty/School and take into account the nature of the particular modules. The assessment methods may include formative approaches (purely to provide feedback on your performance) or summative approaches (those that contribute to deciding whether you pass or fail the module/programme).

Details of the methods of assessment for each module are given in Faculty/School Handbooks as well as details of how to redeem failures in modules, which are assessed by continuous assessment.

Faculties/Schooles shall set deadlines for the submission of work (see Penalties for the Late Submission of Assessed Work ). You are strongly advised to take note of the various methods which your Faculty(ies)/School(s) has/have decided to adopt on assessing you and to raise any queries which you might have with your lecturers early in the session. For instance, it will be extremely important for you to know in advance whether an essay/practical report etc. will contribute to the overall mark for the module. Please also note any deadlines set by your Faculty/School for the submission of work and the consequences of failing to meet them.

You are also advised to refer to your Faculty/School Handbook(s) for details of the examination periods in which the formal examinations are to be held. You are required to complete all elements of a module’s assessment pattern.

Penalties for the late Submission of Assessed Work

Penalties for Late Submission 

Any student submitting an assessment past the published deadline without submitting a request for Extenuating Circumstances (in line with the  Extenuating Circumstances Policy ) will be deemed to have not submitted and receive a mark of 0% for the assessment.

Students who are likely to be prevented from meeting the assessment deadline due to extenuating circumstances should notify their Faculty/School/University as soon as possible before the assessment deadline. Please refer to the  Extenuating Circumstances Policy  for further information.

Penalties for Submission of Work Breaching Defined Parameters (e.g. Word Limit) 

Any student submitting an assessment which is in breach of the assessment’s defined parameters (e.g. specified submission format, over word length, video length, font size, poster size etc.) may receive a penalty on the final assessment mark, as outlined in Faculty/School publication materials e.g. Student Handbook).

Any work submitted in Welsh that is translated as a last resort for marking will not be penalised if the translation breaches the assessment parameters, where the Welsh submission is within the defined parameters.

Get the Reddit app

A community for University of Auckland students, faculty and staff. Alumni, prospective students, and community members welcome!

Who marks assignments at uni?

Just curious. It it usually the lecturers and course coordinators?

By continuing, you agree to our User Agreement and acknowledge that you understand the Privacy Policy .

Enter the 6-digit code from your authenticator app

You’ve set up two-factor authentication for this account.

Enter a 6-digit backup code

Create your username and password.

Reddit is anonymous, so your username is what you’ll go by here. Choose wisely—because once you get a name, you can’t change it.

Reset your password

Enter your email address or username and we’ll send you a link to reset your password

Check your inbox

An email with a link to reset your password was sent to the email address associated with your account

Choose a Reddit account to continue

Trademark Licensing and Assignment Agreements

Trademark licensing and assignment agreements are critical legal instruments that enable brand owners to strategically expand their intellectual property portfolios, granting exclusive rights to third parties to use their trademarks in specific geographic regions or contexts. These agreements allow licensors to tap into new revenue streams while maintaining control over their intellectual property. Key provisions in licensing include royalty payment structures, territorial scope, and quality control mechanisms. Effective assignment agreements require due diligence and careful consideration of transfer terms, ownership, and post-transfer obligations. By understanding the intricacies of these agreements, brand owners can tap into new opportunities for growth and collaboration, and navigate the complexities of trademark protection.

Table of Contents

Types of Trademark Agreements

Governed by the terms of a contractual agreement, trademark licensing arrangements can take various forms, each with its own distinct characteristics and implications for the licensor and licensee. One common type of agreement is the international licensing arrangement, which enables brand owners to expand their global footprint through strategic partnerships with foreign entities. This form of collaboration facilitates brand expansion into new markets, allowing licensors to tap into new revenue streams while maintaining control over their intellectual property. International partnerships can take the form of joint ventures, distribution agreements, or co-branding initiatives, each presenting unique opportunities for growth and collaboration. Another type of agreement is the territorial licensing arrangement, which grants the licensee exclusive rights to use the trademark within a specific geographic region. This approach can be particularly useful for licensors seeking to penetrate new markets or consolidate their presence in existing ones. By carefully selecting the appropriate licensing arrangement, licensors can effectively manage their brand expansion while minimizing risk and maximizing returns.

Key Provisions in Licensing

In trademark licensing agreements, certain key provisions are vital to outline the terms and conditions of the licensor-licensee relationship. Two critical components of these agreements are the license grant terms, which define the scope of the license, and the royalty payment structures, which establish the compensation mechanism for the licensor. These provisions require careful consideration to guarantee a mutually beneficial and enforceable agreement.

License Grant Terms

The license grant terms, a critical component of any trademark licensing agreement, outline the scope of the licensee's rights to use the licensed mark. These terms define the parameters within which the licensee may exploit the mark, ensuring that the licensor's intellectual property rights are protected while allowing the licensee to benefit from the licensed mark.

One key aspect of license grant terms is the granting of exclusive rights, which may be limited to specific goods or services, geographic regions, or channels of distribution. The territorial scope of the license is also a crucial consideration, as it determines the geographic boundaries within which the licensee may use the mark. The license grant terms may also specify whether the license is limited to a particular language, format, or medium. By carefully defining these parameters, licensors can maintain control over their mark while granting licensees the necessary flexibility to effectively leverage the licensed mark.

Royalty Payment Structures

A well-structured trademark licensing agreement also requires careful consideration of royalty payment structures, which detail the compensation owed to the licensor in exchange for the rights granted to the licensee. The royalty payment structure outlines the amount and frequency of payments made by the licensee to the licensor. This provision is critical, as it directly impacts the financial returns for both parties involved.

The royalty payment structure may be based on various factors, including:

• Sales-based royalties : Payments made as a percentage of the licensee's net sales revenue
• Fixed fee royalties : A one-time or recurring flat fee paid by the licensee to the licensor
• Tiered royalties : Payments that increase or decrease based on the licensee's sales performance, often tied to a revenue forecast or payment schedules

A well-crafted royalty payment structure guarantees that both parties are fairly compensated and incentivized to perform. It is vital to carefully negotiate and draft this provision to avoid potential disputes and secure a successful licensing agreement.

A thoughtfully negotiated royalty payment structure also facilitates a harmonious partnership, as it addresses the financial interests of both parties and promotes a mutually beneficial arrangement.

Assignment Agreement Essentials

In the context of trademark licensing, an assignment agreement is a vital document that transfers ownership of the licensed mark from one party to another. As a result, it is imperative to understand the assignment process and the key terms and provisions that govern this transaction. This section will outline the fundamental aspects of an assignment agreement, providing an in-depth overview of the process and its critical components.

Assignment Process Overview

Frequently, the assignment process begins with the negotiation and execution of an exhaustive assignment agreement that outlines the terms and conditions of the trademark transfer. This agreement serves as a foundation for the handover of ownership, ensuring a seamless shift of rights and obligations.

Before entering into an assignment agreement, it is vital to conduct thorough due diligence to verify the validity and value of the trademark. This involves reviewing the trademark's registration status, evaluating its market value, and evaluating its potential for future growth. Trademark valuation plays a critical role in determining the assignment price, as it provides an objective measure of the mark's worth.

Key considerations in the assignment process include:

• Conducting an in-depth review of the trademark's history, including its registration, usage, and potential disputes
• Evaluating the trademark's value through financial analysis, market research, and industry benchmarking
• Negotiating the assignment terms, including the purchase price, payment structures, and transfer of ownership

Key Terms and Provisions

Assignment agreements commonly incorporate vital provisions that safeguard the rights and interests of both the assignor and assignee, outlining the scope of transfer, ownership, and post-transfer obligations. These provisions typically include clear trademark definitions, outlining the specific marks being assigned, as well as their corresponding registrations, applications, and goodwill.

Jurisdictional implications are also crucial, as the agreement must specify the governing law and dispute resolution mechanisms. This ensures that both parties are aware of the legal framework governing their rights and obligations. Additionally, the agreement should address issues such as representations and warranties, indemnification, and confidentiality. The scope of transfer may also include provisions related to subsidiary rights, such as licenses, and the assignee's obligations to maintain the assigned trademarks. Furthermore, the agreement should outline the assignor's post-transfer obligations, including any necessary assistance in the transfer process and the provision of relevant documentation. By including these essential provisions, assignment agreements can provide a comprehensive framework for the transfer of trademark rights, minimizing potential disputes and ensuring a smooth transfer process.

Royalty payment structures, a key aspect of trademark licensing agreements, can be categorized into three primary models: fixed fee, percentage-based, and hybrid. These structures determine how the licensor receives compensation for granting the licensee the right to use their trademark.

• Fixed Fee Model : Involves a one-time payment or periodic payments of a fixed amount, regardless of the licensee's sales or revenue.
• Percentage-Based Model : Ties royalty payments to the licensee's sales or revenue, often as a percentage of net sales.
• Hybrid Model : Combines elements of both fixed fee and percentage-based models, offering a fixed minimum payment plus a percentage of sales or revenue above a certain threshold.

When selecting a royalty payment structure, licensors should consider performance metrics, such as sales targets and revenue forecasting, to confirm the agreement aligns with their business objectives. A well-structured royalty payment plan can provide a predictable revenue stream for the licensor while incentivizing the licensee to optimize sales and revenue. By understanding the different royalty payment structures, parties can negotiate a fair and mutually beneficial agreement.

Quality Control and Monitoring

Effective quality control and monitoring mechanisms are crucial components of a trademark licensing agreement, as they guarantee the licensee adheres to the licensors' quality standards and maintains the integrity of the licensed brand. These mechanisms confirm that the licensed products or services meet the licensors' Brand Standards, which are indispensable to preserving the brand's reputation and value.

To achieve this, licensors typically establish Compliance Procedures that outline the necessary steps to verify quality control. These procedures may include regular audits, inspections, and testing of the licensed products or services. Additionally, licensors may require licensees to implement specific manufacturing processes, use approved suppliers, or adhere to certain packaging and labeling requirements.

Dispute Resolution Mechanisms

In the event of a disagreement or controversy arising between the licensor and licensee, a well-structured dispute resolution mechanism is essential to resolve the matter efficiently and maintain a cordial business relationship. An exhaustive dispute resolution mechanism can prevent costly and time-consuming litigation, ensuring that the parties can focus on their business objectives.

Effective dispute resolution mechanisms typically include:

• Mediation procedures, which provide a neutral third-party facilitator to guide the parties towards a mutually acceptable resolution.
• Arbitration clauses, which allow for a binding decision by a neutral third-party arbitrator, often with expertise in the relevant industry or legal area.
• Multi-tiered dispute resolution processes, which may involve initial negotiation, followed by mediation, and finally arbitration, ensuring that all avenues for resolution are exhausted before resorting to litigation.

Best Practices for Enforcement

Once a trademark licensing agreement is in place, the licensor must remain vigilant in monitoring the licensee's use of the mark to guarantee compliance with the agreement's terms and maintain the mark's integrity. Effective brand protection requires the implementation of robust legal strategies to prevent unauthorized use, dilution, or infringement of the licensed mark.

To confirm enforcement, licensors should establish a thorough monitoring system to track the licensee's activities, including advertising, packaging, and product distribution. Regular audits and inspections should be conducted to verify compliance with the agreement's quality control standards and specifications. In cases of non-compliance, licensors should be prepared to take swift action, including issuing cease-and-desist letters, negotiating corrective measures, or pursuing legal action if necessary.

A well-structured enforcement strategy should also include provisions for dispute resolution, such as arbitration or mediation, to resolve conflicts efficiently and cost-effectively. By adopting a proactive and systematic approach to enforcement, licensors can safeguard their intellectual property rights, maintain brand integrity, and optimize the value of their trademark licensing agreements.

Frequently Asked Questions

Can a trademark license be terminated due to the licensor's bankruptcy?.

In the event of licensor bankruptcy, a trademark license may be terminated if the license agreement includes specific bankruptcy clauses permitting automatic termination, ensuring the licensee's interests are protected and minimizing potential disruptions.

Do Trademark Assignment Agreements Require Notarization or Witnessing?

In general, assignment agreements do not inherently require notarization or witnessing, but may necessitate an authentication process to validate the transfer of rights. Electronic signatures can also be employed to facilitate a secure and efficient execution process.

Can a Licensee Sublicence a Trademark Without the Licensor's Consent?

Generally, a licensee may not sublicense a trademark without the licensor's explicit consent, as trademark rules dictate that license restrictions must be respected to maintain brand integrity and prevent unauthorized use.

How Long Does a Trademark Assignment Agreement Remain in Effect?

In general, the term duration of an assignment agreement is explicitly stated in the contract, outlining the specific period of effectiveness. Unless otherwise specified, the agreement remains in effect until expiration, termination, or contract renewal, as negotiated by the parties involved.

Can a Trademark Be Licensed for Use in a Specific Geographic Area Only?

A trademark can be licensed for use in a specific geographic area only, subject to territorial restrictions and regional exemptions, allowing the licensor to maintain control over the mark's use in designated territories.

UNLOCK YOUR COPY