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Here is an overview of the grading systems used by other countries, including:
Although this guide was current at the time of posting, please remember to consult your local department of education and/or homeschool group for the most up to date grading standards for your country, state, or city. Remember, if your student wishes to go to college, the standard you must ultimately meet is that of the college admissions department. It's important plan ahead for success.
In the Canadian province of Ontario, another system is placed that replaces the A–F system. This system was instituted by the provincial government in around 2001 . It is very much the same as the A–F system but uses numbers instead of letters. It goes like this:
* Level 4 = A or excellent (exceeds provincial standard, 80–100%)
* Level 3 = B or good (meets provincial standard, 70–79%)
* Level 2 = C or average (approaches provincial standard, 60–69%)
* Level 1 = D or passing (well below provincial standard, 50–59%)
* Level R = F or failing (remedial action necessary, 0–49%)
The system also adopts the +s and −s of the A–F system. So a 4− is about equal to an A−. Some teachers may also attribute the +s and −s to the R, meaning that an R+ is an almost fail, and an R− meaning no work or work of inferior quality. Some teachers have been known to become overzealous and give students 5s for spectacular achievement and −1s for below what is possible. These are usually converted to 4+s and R−s on the report card. The students' marks in Canada are also weighed differently, the marks are divided in four categories, Knowledge, Thinking and Inquiry, Communication and Application. The categories are worth different amounts depending on the course. For example, a knowledge-heavy course such as math would have Knowledge worth more than Communication while an English class would be the opposite. Lastly, in secondary school, the categories are equal to around 70% with the exam and culminating performance task worth the other 30% of the mark. Also a student may not get lower than a 20% in a class as long as the student hands in work.
 Percentage-based grading
In objective subjects such as mathematics, grades normally computed according to percentages such as class attendance, homework completion, and test averages. A weighted average of these variables is used to compute one percentage, which is the index from which grades are determined.
In subjective disciplines where essay exams and papers are more common, grades are sometimes represented numerically, other times with letter grades.
The specific conversion of percentages to letter grades varies according to the class. In classes with very difficult problem sets, it's not unheard of for the cutoff for passing to be 20%, and that for an A grade to be given at 50%.
Usually, though, primary and secondary schools use fixed systems. The traditional system is the "Tens System", written as (90/80/70/60). In other words, the lowest A (or A/B line) is at 90%, while the lowest D (or D/F line) is at 60%. In order either to set a higher standard or correct for grade inflation, however, some schools use the "Nines System" (92/83/74/65) or "Eights System" (either 93/85/77/70 or 94/86/78/70). However, the system employed may not actually affect grading, since difficulty of exam questions may be calibrated to the grading system; indeed, exams in a school using the Tens System are often more difficult than those in schools using the other systems.
The Tens System is used in Canada but the A–F system (or in the case of Ontario, the 0–4 system) values are different from those of the United States. It goes as follows:
* A = 90 or higher
* B = 80–89
* C = 70–79
* D = 60–69
* F = 0–59
The pluses and minuses are taken into account also, so a plus is closer to the higher end of the score or the minus is at the lower end of the score. The percentage system is not used in primary schools, as all marks shown on tests, assignments and on the report card are shown with the A–F or 0–4 system depending on province. Percentage may also be provided along with tests. In senior elementary or secondary schools, tests and assignments are provided with both the mark on the present system in the province and also with the percentage. On the report card, only the percentage is shown on the final mark.
Various rubrics exist for assigning pluses and minuses, usually assigning them to roughly the top and bottom third of a grade level, with the base grade (that is to say, the one that does not carry either a plus or minus sign) being widest if the number of points in the entire letter grade are not evenly divisible by three. For example, under the Tens System, the plus grades will most commonly end in 7, 8 or 9 while the minus grades will end in 0, 1 or 2, with the base grades ending in 3, 4, 5 or 6. In the Nines System the plus, base and minus bands are typically equal (spanning three points each) while plus and minus formats under the Eights System vary widely; often the base grade will consist of four points and the plus and minus grades will consist of two points each, but this is far from universal. If A+ is omitted (and it often will be if the institution does operate under the grade-point system), the A and A− grades may cover the same number of points (or the A will contain one more point if their sum is an odd number), or the A− range may not be larger than those of the plus and minus grades found elsewhere along the grading scale, and the A range will be twice a large as that of the other base grades.
Academic grading in Mexico employs a scale from 0 to 10 to measure the students' scores. Since decimal scores are common, a scale from 0 to 100 is often used to remove the decimal point. The grades are:
* 100: Excellent.
* 90: Very good.
* 80: Good.
* 70: Average.
* 60: Passing threshold.
* 0-59: Failed.
Students who fail a subject have the option of taking an extraordinary test (examen extraordinario, often shortened to extra) that evaluates the contents of the entire period. Once the test is finished and the score is assessed, this score becomes the entire subject's score, thus giving slacking students a chance to pass their subjects. Those who fail the extraordinary test have 2 more chances to take it; if the last test is failed, the subject is marked as failed and pending, and depending on the school, the student might fail the entire year. As a result, the extraordinary tests often cause a lot of stress among students, because they have to study for the entire period often in a couple of weeks.
Some schools (particularly in higher levels of education) require a 70 to pass instead of the regular 60.
Grades are often absolute and not class-specific. It may be the case that the top of the class gets a final grade of 69. Curve-adjustment is rare. Grad-level students are usually expected to have grades of 80 or above to graduate. Students in honor roll are usually those with an overall GPA of 90 or more upon graduation, and some private universities will award them a "With Honors" diploma.
Australian primary and secondary schools are currently migrating to a common reporting and assessment format. Primary and secondary education is the responsibility of the states in Australia. However, in 2005 the Federal Government introduced a universal common assessment and reporting standards legislation which all states had to adhere to in order to receive federal funding for their schools. The grading system is now structured as follows, though the percentages are only an approximate guide:
A (Excellent) 85 and above
B (Good) 70-84
C (Average) 50-69
D (Fail) 25-49
E (Failure) 0-24
In order to complete high school studies, students complete coursework to attain the Higher School Certificate or the equivalent in their state:
* Australian Capital Territory Year 12 Certificate
* Higher School Certificate (HSC) in New South Wales
* Northern Territory Certificate of Education (NTCE) in the Northern Territory
* Queensland Certificate of Education (QCE) in Queensland
* South Australian Certificate of Education (SACE) in South Australia
* Tasmanian Certificate of Education (TCE) in Tasmania
* Victorian Certificate of Education (VCE) in Victoria
* Western Australian Certificate of Education (WACE) in Western Australia
These certificates are administered by an education body in each state. The results in subjects studied is used to calculate the students' university entrance score, or Australian Tertiary Admission Rank.
The ECTS grading scale is a grading system defined in the ECTS framework by the European Commission. Since many different grading systems co-exist in Europe, and considering that interpretation of grades varies considerably from one country to another, if not from one institution to another, the ECTS grading scale has been developed in order to provide a common currency and facilitate the transfer of students and their grades between European higher education institutions, by allowing the different national and local grading systems to be interchangeable. Grades are reported on a carefully calibrated and uniform A–F scale combined with keywords and short qualitative definitions. Each institution make their own decision on how to apply the ECTS grading scale to their own system.
The ECTS grade is not meant to replace the local grades, but to be used optionally and additionally in order to effectively "translate" and "transcript" a grade from one institution to another. The ECTS grade is indicated alongside the mark awarded by the host institution on the student's transcript of records. The receiving institutions then convert the ECTS grade to their own system. Higher education institutions are recommended (though not forced) to provide ECTS grades for all of their students and to take into account the ECTS grades awarded by other institutions. A certain amount of flexibility is advised, since the ECTS grading scale was designed to improve transparency of a variety of grading systems and cannot, by itself, cover all possible cases.
Description of the fundamental idea
The ECTS grading scale is based on the class percentile (similar, but not identical to the class rank) of a student in a given assessment, that is how he/she performed relative to other students in the same class (or in a significant group of students). The ECTS system classifies students into broad groups and thus makes interpretation of ranking simpler. This grouping is the core of the ECTS grading system.
The ECTS system initially divides students between pass and fail groups, and then assesses the performance of these two groups separately. Those obtaining passing grades are divided into five subgroups: the best 10% are awarded an A-grade, the next 25% a B-grade, the following 30% a C-grade, the following 25% a D-grade and the final 10% an E-grade.
Those who have not achieved a performance sufficient to allow a passing grade are divided into two subgroups: FX (Fail – some more work required before credit can be awarded) and F (Fail – considerable further work is required). This distinction allows differentiation between those students who have been assessed as almost passing and those who have clearly lacked the required knowledge and skills.
The most commonly used index in the U.S. educational system uses five letter grades. Historically, the grades were A, B, C, D, and F—A being the highest and F, denoting failure, the lowest. In the mid-twentieth century, many American educational institutions—especially in the Midwest (particularly the State of Michigan)—began to use the letters A, B, C, D, and E. The only difference here is that failure is denoted by E instead of F, which is not used by these schools. By comparison, the grade E is sometimes used in Canada as a conditional failing grade. No grades awarded on American quality indices are conditional, except special grades like I (Incomplete) and Y (course on non-traditional calendar, assigned to regular term in which the student enrolled in the course).
The A–F (A–E) quality index is typically quantified by correlation to a five-point numerical scale as follows:
Chromatic variants, represented by + and −, are commonly used. They are most commonly quantified as x.3 and y.7, e.g., B = 3.0, so B+ = 3.3 and B− = 2.7). A few institutions use only a single midpoint between the major points on the scale; that is, they regard an A− as effectively the same grade as B+. In those cases, an AB replaces the options of A- and B+ and is quantified as 3.5; a BC replaces B− and C+, with a value of 2.5; and a CD replaces C−/D+, worth 1.5. This approach is unusual and is most notably typified by institutions in the state of Wisconsin.
The grade A+ is a novelty in American education. The minority of institutions that use it may quantify the grade as 4.3 or 4.5, but many of them quantify A+ as 4.0 on the theory that a 4.0 scale cannot go higher than 4.0. By convention, quantitative scales are called by the highest whole number, so there is—at least, conventionally—no such scale based on 4.3 or 4.5, but it is still a 4.0 or 4-point scale because the fraction is ignored in naming the scale. D- is also rarely found, under the assumption that anything less than a D is by definition failure.
American high schools and universities sometimes weight their GPAs.
In the late 1970s and early 1980s, many primary schools began to employ quasi-eccentric quality indices in which E, historically a failing grade, was recast to represent "Excellent." Similarly, the graduate business school at the University of Michigan awards the grade X to represent "Excellent." (Please see the section on the The E-S-N-U system.)
American high schools typically require a 1.0 grade point average to qualify to take a diploma. The industry standard for undergraduate institutions is a minimum 2.0 average. Most graduate schools have required a 3.0 grade point average since 1975 (the transition began two decades earlier), but some schools still have 2.75 as their pass standard. Some doctoral programmes do not have a formal pass standard. For example, the Michigan Doctorate, conferred by the Rackham School of Graduate Studies at the University of Michigan, is awarded solely on the basis of competence in research. It is unlikely, however, that the University of Michigan would retain a student who was doing work below 'B' quality, even though the grade point average is technically irrelevant to conferment of the degree.
American law schools are notoriously out of step with mainstream graduate-level education. Most of them still require no more than a 2.0 grade point average to qualify for the professional doctorate in law. A few require 2.3 or 2.5 for post-doctoral degrees, such as the American LL.M. or S.J.D. degrees. Law schools also typically continue to award the grade D whereas the industry standard is to eliminate it from the graduate-level quality index.
The Rackham School of Graduate Studies, for example, uses the following 9.0 scale:
* A+ = 9.0
* A = 8.0
* A− = 7.0
* B+ = 6.0
* B = 5.0
* B− = 4.0
* C+ = 3.0
* C = 2.0
* C− = 1.0
* F = 0
Apart from law schools, graduate schools in some states (California among them) continue to award the grade D in graduate school, despite having a 3.0 degree pass standard — measured against which a D (1.0) is normally considered superfluous, because even B− (2.7 or 2.5) is a failing grade in most graduate schools.
In China, universities, colleges, and high schools are sorted into four levels, grading system for different levels are different.
In China, for most of the 211 & 985 universities, especially for those top 10, and most of the high schools, the grading system is divided into five categories:
* A:you-xiu("??"): Excellent (80-100%)
* B:liang-hao("??"): Good (70-79%)
* C:zhong-deng("??"): Satisfactory (literally, "middle"; 60-69%)
* D:ji-ge("??"): Pass(50-59%)
* F:bu-ji-ge("???"): Failure (0-49%)
You can find more information on international grading systems at Wikipedia.org.
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