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Is it true that scores > 80% are effectively unachievable in the UK?

No one from my UK university appears able to give me a concrete example of an answer for coursework or an exam that would get over 80% for any of my MBA modules.

It was suggested here that this is because scores over 80% are not really achievable in the UK; that such a score would indicate having done better than the instructor could have done themselves. Is this true? Are these scores basically unachievable in the UK?

• united-kingdom

• Assorted discussion and answers-in-comments have been moved to chat . –  cag51 ♦ Commented Dec 16, 2022 at 7:16

11 Answers 11

I have to admit, as somebody coming from a different academic system, I also find it quite odd that in the UK system, 70% is enough for the best grade ("first"). As a result, there is a fairly wide range of marks (70-100) in this highest "grade band".

As you say, 80+ (or 85+) marks are indeed extremely rare and definitely more of an exception than the rule. Your typical CRGs (Criterion Reference Grids - student-facing, module-specific marking guidelines) would not usually contain any guidance on any nuance above 70%. However, here are some quotes from my Universities general assessment policy . I know you asked about an MBA (so, Master level), but I am including some quotes referring to undergraduate, for completeness:

For me, personally, even the description of something being "exceptional in all areas" is quite vague -- but I find the Postgraduate level explanation for the 85-100 band to be the one that clarified it up for me: a mark of 85+ indicates a student who would be a strong doctoral candidate in the topic. In my experience so far, there are about 1-2 students with the potential to do doctorate-level research in every cohort of 100-200 students at the MSc level at my University. This about matches my observed frequency of marks in the 85+ range amongst our student body.

For more details, you can check our assessment policy yourself (or maybe try and find an equivalent document from your own University) - the parts relevant to this question are sections 3.2 (UG), 4.3 (PG), Appendix 2 (UG) and Appendix 3 (PG).

• Thanks for this. My university does publish similar guidelines. My issue is that as a non-academic, I have no idea what the standard for a distinction actually looks like in practice. Thinking about something with potential for publication is helpful since I've read a fair few articles, although won't learn to write one until I have to do my own research project, so this is putting the cart before the horse in some ways. Anyway, the challenge is demonstrating this standard in a 2500 word essay which may contain 2 questions with multiple subquestions. –  jbrown Commented Dec 15, 2022 at 9:33
• 1 Then maybe the better guideline for you would be significantly beyond what has been taught ? Maybe think of it like this: a "regular" distinction of some 70-75 marks means you have fully mastered the course material. A much stronger distinction means you have gone above and beyond on the topic, researched and studied additional materials by yourself and demonstrated more knowledge and understanding than expected/required. Think of learning things without having to and without being taught them . –  penelope Commented Dec 15, 2022 at 10:16
• 2 Our criteria go into a little more detail than this. All work is graded on several categories. (e.g. accuracy, breadth, structure, writing, outside reading etc). To get a first you have to met most of the examiners expectations (i.e. if they examiner were to write a criteria list, you ticked most of the criteria). To get 80 you have to tick every criteria, make every point an examiner can think of, etc. 80-90 is when you exceed the examiners expectations of what is possible under the circumstances (time limit/word limit etc). –  Ian Sudbery Commented Dec 15, 2022 at 16:14
• @IanSudbery the linked document does go into more details: in the appendices, there are criteria for transferable skills, practical skills, cognitive skills and knowledge&understanding. I've only included the ones for knowledge and understanding in my answer to keep it concise, as well as the general descriptions from the middle of the document. –  penelope Commented Dec 16, 2022 at 13:49
• @penelope sorry, my discussion of different categories somewhat confused the point, which was provding a closer I terpretation of terms like "exceptional", "first class perfromance", "expectations" etc. –  Ian Sudbery Commented Dec 16, 2022 at 15:33

No, though it depends on the course and probably depends on the university. In some courses e.g. pure mathematics it has to be possible to get 100%. Perhaps in an MBA at your university it is very rare.

such a score would indicate having done better than the instructor could have done themselves.

This doesn't seem very relevant or meaningful. It is possible for a student to do better than an instructor would have done. Perhaps the student works very fast.

• 24 Anyone with a math PhD should have no trouble writing a pure mathematics exam where scoring 100% is impossible in practice. –  Alexander Woo Commented Dec 14, 2022 at 11:48
• 3 @AlexanderWoo Yes, but the point was that it is mostly objective whether an answer is right or wrong. I was assuming that the exam was fair and reasonable. –  Oliver882 Commented Dec 14, 2022 at 18:30
• 3 @Oliver882 See, the entire problem is with "reasonable": it is still reasonable to devise a test where achieving the perfect score under given time constraints is near-impossible (International Mathematical Olympiad does that to an extent). If students have trouble grasping the concept of "we do not expect you to beat the test", I'd argue such a system would teach them that not every real-world problem has a clear-cut solution. –  Lodinn Commented Dec 14, 2022 at 22:52
• 3 @Voo for UK taught masters, the distinction between graduate and undergraduate courses is very small, and sometimes essentially zero, although obviously MBAs are a little different again. –  origimbo Commented Dec 15, 2022 at 13:20
• 4 @Matt Even at the best UK universities, a 90% on a Pure Maths exam (as opposed to dissertation) does not involve using novel techniques, or even writing particularly elegant solutions. Correctly giving the expected answers using the expected techniques with few mistakes suffices. The majority of students could do it if they were only given double time and access to lecture notes. –  Solveit Commented Dec 16, 2022 at 0:47

This will depend significantly on the university and the course. From my experience of teaching computer science at two UK universities, coursework marks in the 80s and 90s were very much achievable and some students did achieve them.

I once set a coursework project with a completely objective marking scheme which was communicated to students in advance, and one student (out of about a hundred) scored 100%. There was no leeway for me to give that student less than 100% on that assessment without grading according to different rules than I had set out, nor would I have wanted to - they earned it fair and square.

That's obviously an extreme example, but no eyebrows were raised at the exam board when the marks were approved, and indeed it was not that unusual on the large courses to see a few coursework marks in the 90+ range even when the marking schemes required more academic judgement from the examiners. But I suppose there were other courses, including some at the same universities, where the distributions of marks were substantially different.

So the claim might be true at particular universities or on particular courses, just you can't really make general statements about all UK universities like this because each lecturer sets their own standards, and the university would only demand a lecturer change their module's standards in rare cases.

Firstly, most UK universities I've been involved with explicitly make a point of saying that although they mark on a 100 point scale, that it shouldn't be thought of as a 0%-100% scale: getting evertying wrong doesn't get you 0, and getting everything correct doesn't get you 100, but more importantly, getting half of things correct would not score you 50.

Once upon a time we used to mark on a 1-16 scale, where a mark of 16 corresponded to what we would now give 80, and I think that was much less confusing.

Lots of comments here about marking things that are objectively correct or incorrect. Worth pointing out that where we have such elements, getting everything correct would not get you a mark of 100 (because 100 points =/= 100%). Actually, the only exam where all questions on the exam have right/wrong answers is a first year multiple choice exam, and that's the only exam we have curve grading for.

At Oxbridge, I believe mathematics exams and home works are marked alpha, beta, gamma to avoid confusion. Where you only get an alpha if you not only solve the problem, but solve it with particular elegance.

Certainly when I was a Cambridge undergrad (in Biology), to get 70 use needed to demonstrate one or more of:

• Writing with flare and verve
• Evidence of original and novel thought
• Knowledge and understanding beyond that in the taught curriculum.

and that only got you 70!

Where I am now we have the following criteria:

• 72, 75: student meets the marker's full expectations on most criteria. Translation: If you wrote a list of the things a student could be expected to achieve in different categories (Accuracy, Breadth, structure, reading outside the course etc), then they tick all the boxes, in most (but not neccessarily all) of those boxes.
• 80: Student meets all of the marker's expectations for the best that could be achieved in the circumstances. Translation: What ever the examienr could have written down as things required of the student, they have fullfilled them all. Taking into account that this is a 1 hour exam essay/1 week course. This will almost always include knowledge outside that taught on the course.
• 80-90: Student exceeds what the examiner could have expected of them under the circumstances. Translation: The student went above and beyond what the examiner thought possible, and this would also most always include evidence of extensive personal reading beyond the recommended reading, and evidence of critical or original thinking.
• 90-100: Student substantially exceeds what the examiner could have expected to produce an exceptional piece of work. Translation - don't even bother thinking about it. There is probably a joke somewhere about 100 meaning perfect, but only god is perfect, and since god isn't a student at the uni, no one will ever get 100.

It is possible to get above an 80 on an individual piece of work, indeed, there will probably be one or two 85 on our all-student courses (around 100-150 students) every year. I can think of two grades of 90 that I have given in my 8 years marking undergrad and taught-postgrad work. Both for coursework where an undergrad student went above and beyond to produce work that was more or less worthy of publication.

One way to think of it might be that relationship between quality of work and grade is logistic: with increased quality, the grade asymptotically approaches 100, but never actually gets there.

A couple of other points:

• the range of grades given is something repeatedly brought up by external examiners, and an exhortation to "use the full range of marks available" is something I've seen on every external examiners report.
• Your department might be reluctant to show you a piece of work with an 80+ grade, because they don't want you using it as a template. At least part of getting a good grade is about being original, and not following a template.

• 4 Based on the last transcripts I've seen, even the Cambridge undergrad Maths Tripos have bowed to the inevitable and now scale the "merit mark" (i.e. alpha/beta based) formula to a "transcript mark" with 40/50/60/70 boundaries using linear interpolation. Note that a Cantabrian alpha corresponds to 15+ out of 20 on a long form question, so is, at least theoretically a mark of "mostly correct". –  origimbo Commented Dec 15, 2022 at 16:15

In short, it's not impossible. The proof being that I averaged around 83% in my time at a UK university doing an electronics engineering degree.

In long, it does depend somewhat on the subject matter. If your exams consist of right or wrong answers, like in maths, then getting 100% is a simple matter of doing the calculations/proofs correctly. If your exams are more analytical/essay/project base, then it's a lot harder. I had a mixture of both, but I actually tended to do better in the longer-form stuff than the right/wrong stuff, but I'm somewhat of an anomaly there.

As a general rule, anything that earns above 70-80% should be of a publishable standard (obviously it won't meet the requirements of novelty, but it should be of that standard of quality). This is an extremely high bar for an undergraduate, but it can be achieved. You just generally have to go above and beyond what's expected of you in the assignment.

It depends entirely on what university you go to (and when you go there, because these things change). It may depend on your subject too.

At the first university I went to, it was possible to get very high marks indeed (I saw a few marks awarded in the 90%s). However, marks over 80 were rare. A mark of 70% got the student the equivalent of first, or a distinction if the course was post-graduate.

At UCL, which I attended many years later, marks substantially above 70% were extremely rare, certainly in my subject. My supervisor, the head of department, advised me that you were effectively marked out of 72 on assignments (not quite so harsh in exams). For a distinction you needed 70%. You needed to do spectacularly well to get 71%. That's what was said. This should be taken with a pinch of salt, however, because they gave out a 73% mark on at least one occasion.

My perspective as someone who went to the University in the UK is that it depends on the nature of the course or exam.

Some exam questions, particularly in technical subjects have a very definite "right answer". On these it is very much possible to get full marks if you know the material, show your working and don't make any mistakes. If you know the course material well and are good at not making mistakes it's very much possible to get marks in the 90s on such exams.

On the other hand, as you move from exams to cousework or you move to less-technical more human subjects, the marking becomes rather more subjective. The impression I get is that academics are far more reluctant to give super-high marks for such answers.

My brother who did a maths degree got quite a lot of marks in the 90s, I did an EEE degree and I think I got one course in the 90s, some in the 80s but also many much lower.

UK education system is very peculiar and full of lies (as everywhere).

First, as long as you pay your tuition, the probability of failing a course and module depends on not doing ANYTHING. in fact, failing students is bad for the rankings, so why should they fail them? so, having a pass 50, is super achievable.

then, to get above 70 depends on how objective the questions are, and how fair the exams are. Even in engineering, there are subjective questions to which the grade falls under the opinion of the person who assess the exams (PhD students may times). Many times they ask things they never taught. Uk education is based on self independent study rather than what they teach at lectures (most lectures suck at teaching), so it is kind to see of students have done more research about the topic, but then, that keeps being subjective and not objective. it falls under the opinion of the person who marks.

However, I can tell you if you are a good self independent student who covers the modules, and do a little bit more than the average, more than 70 is achievable. Of course, it depends on the person who marks.

This question is unanswerable, as what counts as a good mark varies institution to institution, subject to subject. It's not uncommon for 70% or less to be enough for a 1st, and 40% for a pass, with much higher scores attainable, but probably only if you are going to get a nobel prize in the future. From what I have seen, institutions that forbid the same staff teaching and examining the same year group of students often have lower scores for high final grades. Many (but not all) UK universities implement this. Obviously, if the lecturer is also examining, then the examination is likely to be much closer to the lectures and marks are higher.

It really depends on the test. In many subjects, there are hard, medium, and easy questions. In a test you need a mix so you can grade everyone reasonably well. My first maths tests at university were enough hard questions to fill the whole time, enough medium questions to fill the whole time, and enough easier questions to fill the whole time, so doing everything was physically impossible. With one exception, nobody scored more than 50% ever.

I will give an anecdotal answer:

A long, long time ago (mid '80s) I was a graduate student at Cambridge University, and got involved in "marking" entrance exam papers. The section I was asked to mark had a potential score of 40 points, and I was supposed to score "leniently enough" (in accordance to a rubric I was given) to get a median of 20 points. Basically, "a hint of a correct answer" would get a fraction of the available points (10 questions with 4 max points each). But this was a deliberately HARD exam - trying to select the few that were exceptional.

After grading about 100 papers (where one submission would typically comprise 15 - 20 pages of "answers") with a median close to 20 points, I found myself holding a 4 page answer sheet. "Oh, here we go" I thought. How wrong I was...

4 points; 4 points; 4 points; 3 points; 4 points; ...

When I was all done, using the same criteria that was getting me the median of 20 points, this person had 37 out of a possible 40 points. Using just 4 sheets of paper, where the "wafflers" had needed 15 to 20.

Truly exceptional. Rare? Yes. Possible? Apparently. 37/40 is over 90%.

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Understanding grades

Getting a mark over 50% means that you are beginning to understand the difficult work of your degree. Getting over 60% is excellent because it means you have demonstrated a deep knowledge of your subject to the marker.

You may be used to getting marks of 90–100%, but this is very unlikely to happen at university. Remember that marks in the 50–70% range are perfectly normal. Your grades will improve as you get used to working at university level, and in the style required by your degree subject.

Degree classifications

UK degree classifications are as follows:

• First-Class Honours (First or 1st) (70% and above)
• Upper Second-Class Honours (2:1, 2.i) (60-70%)
• Lower Second-Class Honours (2:2, 2.ii) (50-60%)
• Third-Class Honours (Third or 3rd) (40-50%)

Visit the  Regulations  for further information on degree classifications.

In your first year at university, achieving a grade of 50% or more is a good thing. You can build on your work and improve as you work towards your final grade. Scores above 70% are classed as “First”, so you should be very excited to get a grade in that range.

It is rare for students to achieve grades higher than 90%, though this can happen. Remember as well that you will be surrounded by other highly motivated and capable students, so you may not automatically be top of the class anymore! Don’t worry – lots of your fellow students will be feeling the same, and there is always someone you can talk to about this. Having realistic expectations about your grades will help to reduce the possibility of feeling disappointed with yourself.

How to get a high mark

Before starting a piece of work, make sure you understand the assessment criteria . This may vary depending on your course and the specific piece of work; so ask your tutor if you are unsure.

In general, high marks will be given when you display that you have clearly understood the subject and included relevant detail. The best marks will go to students who show that they have read around the subject and brought their own analysis and criticism to the assignment.

Low marks will be given to a piece of work that suggests you don’t understand the subject or includes too much irrelevant detail. This applies to coursework and exams, so planning your work before you start is always a sensible option. Speak to your tutor if you are unsure about the requirements of a specific piece of work.

Don’t be afraid to ask

You may encounter different classifications, or courses that don’t use exactly the same boundaries. If you need help understanding the exact requirements of your course, contact your tutor for clarification.

When you’ve had your work returned to you, remember to look at the feedback to see where you could improve – this will give you the best chance of achieving a better grade in the future.

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What is the University Grading System in the UK?

Study in the UK UK University Facts

Last updated: 2 April 2024

The UK university grading system is a standard way of assessing the academic performance of undergraduate and postgraduate students. The grading system has been in place for several decades and is used across all universities in the UK .

The UK university grading system is based on a numerical scale, typically ranging from 0 to 100 or 0 to 70. The grading system varies slightly between universities, but generally, a score of 70 or above is considered a First-class Honours degree, 60-69 is an Upper Second-class Honours degree, 50-59 is a Lower Second-class Honours degree, 40-49 is a Third-class Honours degree, and below 40 is a Fail.

The UK university grading system provides a clear and transparent way of measuring a student's academic performance, allowing employers and other institutions to easily compare the academic achievements of different students and make informed decisions based on their grades. Additionally, the system encourages students to strive for higher grades and provides a clear incentive for academic excellence. It is also recognised internationally.

The grading system in the UK is a reliable way of assessing students' academic performance and has been in place for many years. If you want to study in the UK, arrange a free consultation with SI-UK London today.

UK University Grading System Explained

First-class degree.

In the UK, a first-class degree is the highest classification a student can achieve at the undergraduate level . It is awarded to students with exceptional academic ability and outstanding results throughout their degree.

To be awarded a first-class degree, students must typically achieve an overall average of 70% or above in their assessments. However, the specific requirements may vary depending on the institution and the course of study .

Upper Second-Class Degree

Also known as a 2:1, a UK upper second-class degree is the second-highest classification a student can achieve at the undergraduate level. 

To be awarded an upper second-class degree, students must typically achieve an overall average of 60-69% in their assessments. However, the specific requirements may vary depending on the institution and the course of study.

While an upper second-class degree is not as highly regarded as a first-class degree, it is still a significant achievement. It is often seen as a strong indicator of a student's academic potential and ability to succeed in their chosen field.

Lower Second-Class Degree

A lower second-class degree, or 2:2 degree, is the third-highest classification. To be awarded a lower second-class degree, a student must typically achieve an overall average of 50-59% in their assessments, although the specific requirements may vary depending on the institution and the course of study.

Third-Class Degree

A third-class degree is a student's lowest classification at the undergraduate level. To be awarded a third-class degree, a student must typically achieve an overall average of 40-49% in their assessments. However, the specific requirements may vary depending on the institution and the course of study.

A fail grade is awarded to students who have not met the minimum requirements to pass their degree course. This means they have not demonstrated sufficient academic ability or achieved the necessary grades to receive a degree qualification. The specific requirements for a fail grade may vary depending on the institution and the course of study. In most cases, a student who receives a failing grade must retake some or all of their assessments to pass the course and receive a degree qualification.

While receiving a failing grade can be disappointing and challenging, it is important to remember that it does not necessarily reflect a student's potential or future success. Many students who initially fail their degree can learn from their mistakes, retake their assessments, and ultimately achieve their degree qualification.

How are UK university students assessed?

UK university students are assessed using a variety of methods, including:

• Exams that assess a student's knowledge and understanding of a subject
• Coursework, written or practical, including essays, reports, projects, presentations, and lab reports
• Oral assessments assess students' ability to communicate their ideas effectively.
• Practical assessments that assess a student's ability to apply theoretical knowledge in practical situations
• Portfolios which compile a student's work throughout their course, most commonly found on art or fashion programmes
• Dissertations, which are large research projects that students typically complete in their final year of study

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UK University Grading FAQ

How does the grading system work in the uk.

The grading system in the UK typically uses letters to denote different levels of achievement. In higher education, undergraduate degrees are usually awarded as First Class Honours, Upper Second Class Honours (2:1), Lower Second Class Honours (2:2), Third Class Honours or a Pass. Secondary school grades are typically awarded on a scale from A* to G for GCSEs and A to E for A-levels.

Is the UK grading system easier?

It is difficult to compare grading systems across different countries as they may have different objectives and criteria for assessment. However, the UK grading system is generally considered rigorous and challenging, and students must demonstrate a high level of knowledge and skills to achieve the top grades.

What are the principles of grading?

Assessing a student's performance against a set of predetermined criteria or standards. This assessment should be objective, transparent, and consistent and provide feedback to help students improve their learning.

What is the main objective of grading?

The main objective of grading is to assess a student's knowledge and skills in a particular subject or field. This information can then inform decisions about further education or employment opportunities.

What is a 2.1 UK GPA equivalent to?

In the UK, a 2.1 GPA is equivalent to an Upper Second Class Honours degree, which is a high level of achievement in undergraduate studies.

Does the UK only look at grades?

No, the UK education system typically considers various factors in assessing a student's performance and potential, including extracurricular activities, personal statements, and interviews.

What is a merit grade in the UK?

In the UK, a merit grade is typically used to denote a level of achievement in vocational qualifications, such as BTECs. It is usually awarded for performance above the passing grade but below the distinction grade.

Last Updated: 2 April 2024

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This article about how the UK university grading system was updated by the Great British Mag content team on 5 September, 2019

The UK grading system is not terribly different to the grading systems in China , India, USA or the EU. The top grades go to the people who excel and get very high percentages and the pass grades are given to anyone who manages to achieve the minimum grade percentage required. But that is where the similarities end.

Whereas other systems use the alphabet to demonstrate the achievements of the student, the UK system uses a class grade order. This system dates all the way back to the invention of the university itself and reflects the archetype of the British class system .

The UK grading system:

First (1 st ): The best grade you can get. The student has got higher than 70% on their course or assignment. An almost perfect piece of work. You should be very happy with it. The markers definitely were…

2:1 (upper second class): Student achieved between 60%-69%. The work was at a very good level, but there was still room for improvement. Kick back, smile and relax. You’ve done a good job! You will need to get a 2:1 or higher if you’re planning on staying on for a masters or post-graduate degree.

2:2 (lower second class): If you got 50%-59% on a course or assignment, then you have this grade. Even though it is not a perfect score it is still very good. You should still be happy about getting this mark.

Third: If you get between 45%-49%, you need to start thinking about where you went wrong. It’s not the worst mark, but perhaps some tutoring might help next time.

Ordinary degree: The absolute minimum you need to pass the course. Getting between 40%-44% is not where you want to be. You should definitely seek out some extra help if you want to do more than scrape by. Or maybe cut down on the time spent in the pub…

Fail: Anything below 40% constitutes failure. Sorry, but you will need to take the course again to pass.

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Understanding the Undergraduate Grading System in the UK

Get a better understanding of the UK's university grading system for undergraduates. Learn the different degree levels from a “First” to a Third class, the pass rates for each and what they will mean for your further studying and career prospects.

Updated to include 21/22 HESA Qualifying Rates.

The British undergraduate degree classification system is a university grading scheme for undergraduate degrees (bachelor's degrees and integrated master's degrees) in the UK. It has been applied in other countries, with slight variations.

When applying to study for an undergraduate degree in the UK, many students are not aware that they have an option to study for a regular degree or a degree with honours. The latter is the most popular degree applied for in the UK. If applying for a bachelor’s degree in science, for example, you will see “Bsc (Hons)” as the qualifications you will receive. The “Hons” states that you will be studying an honours degree for that course. If you were to apply for an ordinary science degree, you will see “Bsc”.

When you study for an ordinary degree, the aim is to pass and achieve a degree in your subject. If you do not pass, you simply do not get a degree. You will not get a failed degree, but you will fail to achieve a degree. It is similar to a driving test, where passing will gain you a license and failing will not give you a licence.

An honours degree will not only give students a degree, but it will specify your level of achievement and speciality in that subject by awarding classifications. For this reason, it is far more popular, as it gives employers an opportunity to understand a graduate’s competency.

The table below shows the different honours degree classifications and their average alternative grading descriptions (it is worth noting that Open University (OU), which is a distance learning university with an open entry policy, has different grade boundaries):

What is a First degree?

First Class Honours degree (1st), commonly known as a “first”. A first class is the highest honours degree achievable. Although it is now usually impossible for students to study two full undergraduate subjects, some universities award “double firsts” when a student achieves a first class degree in two separate subjects, while studying one joint honours degree. The universities of Oxford, Cambridge and Glasgow have been known to award “double firsts”. A first class degree is achievable with very hard work and passion for your subject. Those who achieve this much desired classification are in the strongest position for employment, graduate programmes and acceptance for post-graduate study .

From 2016 to 2021, the percentage of students’ achieving first class honours has increased from 26% to 36% according to the Higher Education Statistics Agency .

What is 2:1 degree?

Second-class honours degree, upper division. A second-class degree is split into two divisions and the higher of the two divisions is the upper second class, commonly known as 2:1 (pronounced “two-one”) and often written as a 2.1. A 2:1 also puts you in a good position for employment, graduate programmes and post graduate study. For some institutions and for some employers, this is the minimum grade acceptable. Like a first class honours, the number of students achieving a 2:1 has increased significantly in the past few years. According to the Higher Education Statistics Agency, 46% of all full-time graduates achieved a 2.1 in the academic year of 2020/21.

What is a 2:2 degree?

Second-class honours, lower division. This is the lower division of a second-class degree. It is commonly known as a 2:2 or (2.2 degree) “Desmond” (as in Desmond “two-two”). A 2:2 degree is often the minimum grade required for most opportunities in employment and further education. In the 2020/21 academic year, 14% of students achieved a 2:2.

Third class

Third-class honours (3rd). Commonly known as a “third”, this degree is the lowest level of honour's degree achievable. Very few graduates achieve a third-class honours. In 2020/21, only 3% of students graduated with a third. Receiving a Third-Class degree is going to severely limit your prospects for postgraduate study, particularly abroad.

Breakdown of qualifiers obtaining each classification in the UK, 2017 to 2022

In some institutions, if an honours student fails to achieve a third class by a small margin, they will be awarded an ordinary degree. Until the 1970s Oxford University awarded fourth class honours.

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How to apply to study in the UK

The British education system is one of the most prestigious in the world. A degree from a top UK university will certainly help you to succeed in your chosen career. However, with universities being well-known internationally, this leads to a competitive application process. In this article, we review and simplify the application process so you know exactly what to expect.   Understanding the higher education system in the UK  

Are international students eligible for Clearing?

As an international student, it’s possible that you may have heard of a process called clearing. Although you may be aware of it, it may also be true that you’re not entirely sure what clearing is or how it relates to you. We’re here to take you through all aspects of the process, demystify any preconceptions that you may have and equip you with all the necessary knowledge should you go through clearing yourself.   What is clearing?  First

University applications: An admission officers top tips

As an international student getting to grips with the application process can sometimes seem like an uphill battle. You may not be sure what to include with your application, how long it will take to hear back from a university and how best to increase the chances of making a positive impact on the person evaluating your application. With this in mind we decided to pick the brains of those making the decisions, admissions officers. We give you exclusive access to

Undergraduate pathways in the UK

Access or foundation courses enable you to bridge the gap between the qualifications you already have and those required by the UK college or university of your choice. This gap often exists because students in many countries complete 12 years of education before they start university, but in England, Northern Ireland and Wales, they complete 13 years.   International Foundation Year (IFY) programmes offered by colleges in the UK lead to

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University Grade Calculator

• University Grade
• Final Grade

Disclaimer: Whilst every effort has been made in building our calculator tools, we are not to be held liable for any damages or monetary losses arising out of or in connection with their use. Full disclaimer .

Calculate your uni grade

Our university grade calculator takes a percentage mark for each of your university courses (assignments or modules) or academic years, together with the percentage or credit weighting, and returns a weighted average for the parts you have completed so far.

How do I calculate my weighted university grade?

In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results.

Example calculation

Student A is studying a degree in Computer Science and has undertaken three modules so far. They want to calculate their average weighted grade for the three modules.

Student A's average mark is therefore calculated at 64.5%.

Unweighted calculations

If you wish to carry out an unweighted calculation, simply leave all the weight boxes blank, or make them equal. If you want to work out the mark you require on your final exam, you can use our final grade calculator tool .

What mark do I need from the rest of my course?

Our calculator can help you work out the average mark you need from the remainder of your course, in order to achieve a target percentage, so that you can see whether you're on track to achieve the grade you want.

If you have any problems using our university grade calculator, please contact us .

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How Does the University Grading System Work in the UK?

It’s no secret that the jump from A-Levels to university is a big one - almost as big as the jump from GCSE to A-Levels!.The modules are harder, the time you’ll actually spend in classes is far less, and even your grades take a bit of effort to understand. 

You’ll need to learn what a credit is and how you achieve them, understand the grade boundaries, and figure out how much weight each assignment and module holds. Gone are the days of receiving a simple letter as your final grade! 

At StudentCrowd, we’re the experts in all things university, from  where to live ,  what to study , and  everything in between . We’ve put together this handy guide to explain all about how the university grading system works in the UK - so read on if you want to become an expert in the next five minutes!

What's On This Page? #

★    Understanding Degree Classifications

★    What Does a Degree With Honours Mean?

★    What is a Degree Credit?

★    Does First Year Count Towards Your Final Grade?

★    How Much of Your Final Grade is Your Dissertation?

★    FAQs About the UK University Grading System

Understanding Degree Classifications #

When you write an assignment or sit an exam at university, your score is given to you as a number, which represents a percentage. In the UK university grading system, the higher your percentage, the higher your grade, with each degree classification having its own clear boundaries. 

Here is how the current grade boundaries are set for most UK universities:

• ★  First-Class Honours (1st) - 70% - 100% ★  Upper Second-Class Honours (2:1) - 60% - 69% ★  Lower Second-Class Honours (2:2) - 50% - 59% ★  Third-Class Honours (3rd) - 40% - 49% ★  Fail - 0% - 39%

A report released by Higher Education Student Statistics (HESA) showed that in the 2021/2022 academic year, 32% of university students graduated with first class honours, and 46% with a 2:1 classification. So whilst university is known to be pretty tough, it’s common to come out with a good grade - as long as you put the work in. 

Many employers in competitive fields will look for applicants with a first-class degree, however many graduate schemes around the country are happy to accept those with a 2:1 and even a 2:2. Even if you don’t quite know what you want to do yet career-wise, a good degree is proof that you’re dedicated, hard-working and intelligent. It can open up doors to careers in many industries - ones which you might not have even considered, so don’t be disheartened if you don’t graduate with a first.

What Does a Degree with Honours Mean? #

Whenever you see a degree qualification written out, it will look something like this: “BSc (Hons)”. But, what does the honours part mean, and is there a way to get a degree without honours?

A degree without honours is often referred to as an ordinary degree, or a pass in the UK university grading system. An ordinary degree is usually the outcome of a student having not met the academic criteria for an honours degree. 

Here are some reasons why a student may graduate without honours:

★   Low Grades - If you have consistently scored low in your modules, but you were able to hand in all your assignments, sit all of your exams, and complete the course, you may be awarded a degree without honours instead of a fail.

★   Failing Modules - If you fail a module, you won’t obtain the number of credits you need for the year. This can significantly impact your overall grade, and lead to you graduating without honours.

★   Incomplete or Missing Assignments -  If you don’t submit the required work for a module or miss the deadline, this can also lead to you not obtaining enough credits and being unable to graduate with honours.

A degree without honours is often a combination of the above, and can stem from  academic stress, personal or medical issues, or unforeseen circumstances. This is why it is important to talk to your university if you are having problems which might impact your grade - they are there to help and can usually offer a variety of options.

What is a Degree Credit? #

Most UK universities use a credit-based system. Each module has a total number of credits, with different assessments holding a credit value. The general rule of thumb is that one credit equates to 10 hours’ of study. With most degrees requiring 120 credits per year for completion, this equates to 1,200 hours in total! We’ve done the maths, and if you divide this up across the whole of the year, that means 23 hours of study per week - but aim for more if you want to be able to enjoy your holidays!

Credits are crucial for the completion of your degree, and they’re also needed to progress from one year to the next. Credits aren’t too difficult to achieve, and you will have no problem racking them up as long as:

★   You hand in all your assignments

★   You don’t participate in any academic misconduct

★   You attend all required classes 

★   You meet the minimum pass grade in your modules (usually 40%)

Skipping a lecture or two shouldn’t affect your credits, but some courses have certain sessions where attendance is strictly required. Make sure you don’t miss any of these, as you could find yourself unable to progress to the next year!

Does First Year Count Towards Your Final Grade? #

There’s often a rumour that goes around during first year, one that is used over and over again to convince countless housemates across the country to put down their books and head to the pub. But is it true? Does your first year really not count towards your final grade?

For the most part, yes that’s true! With most courses at most universities, only the grades you get in your second and third year counts towards your final mark. 

The first year is classed as an introductory/foundation year, and as long as you still obtain a pass overall, complete all your modules, and stay on track with your studies, you can progress to the second year. 

Some degrees, however, do have what’s referred to as a “contributory first year”. Common examples of these include degrees in the medical field, and four-year bachelor’s degrees that offer an industrial placement or the option to study abroad.

So, before listening to your friend’s advice and taking it easy in your first year, make sure you check with your course provider first. Better yet, use your first year to practise academic writing and understand the standard required to meet those higher grades, ready for your second and third years.

How Much of Your Final Grade is Your Dissertation? #

Whilst first year might not contribute to your final grade, we all know something that does - the dreaded dissertation! A dissertation generally consists of up to 10,000 words, reams of neatly organised references, and may even contain blood, sweat, and tears. 

But how much does a dissertation affect your final grade? The short answer is a lot. For many courses, the dissertation makes up between 30% and 40% of your final years’ mark, meaning that if you don’t nail it, it can have a huge impact on the level of degree you walk out with. 

Luckily, you have months to complete your dissertation, and your university will offer lots of support. This could include drop-in sessions with your professors, the chance to submit a small part as a draft to check you’re on the right track, and study groups where you can ask your coursemates for advice. 

Knowing How the University Grading System Works #

If you’re a new or prospective university student, it’s a good idea to get some understanding on how the degree classification system works, which is why we’re glad you’ve made it to the bottom of this guide! 

Don’t panic if your first mark you get back isn’t as high as you expected. It will take some time to adjust to the higher standard of work required at university level. Remember, we’re the experts when it comes to everything you need to know about university, so check out our article hub for  more help and advice .

FAQs About the UK University Grading System #

Is a 2:2 degree good?

A 2:2 degree is the outcome of three years of hard work and study. Not everyone is going to get a first or a 2:1 and that’s ok - there are still many things you can do with a 2:2 degree! You could take a look at companies in your area which offer graduate schemes, or you could bulk your CV out with other skills, knowledge and experience that you possess and still aim for your dream job.

Do employers care about degree classification?

This varies wildly depending on the company and industry. If you want to work in healthcare, accounting, or law, chances are you will need to pass with either a first or 2:1. You can always call up a potential employer and have an informal chat with them before submitting your application.

How hard is it to get a first-class degree?

It takes a lot of hard work and dedication to get a first-class degree, but it is still quite common! Almost a third of university graduates achieve a first in their degree, which means that you could absolutely achieve this if you set your mind to it. But how do you achieve a first? We would recommend utilising your university library, expanding your reading, allowing enough time to work on assignments, and thoroughly proofreading your work.

Is a first equivalent to an A?

Achieving a first-class degree is equivalent to scoring an A* at A-Level in the sense of it being the highest mark you can achieve. The grade boundary for a first is quite broad (70%-100%) so if you achieve anywhere in this range, you will receive a first as your final grade. 

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Grades in essay results

August 23, 2009 by Roy Johnson

sample from HTML program and PDF book

1. There are two systems of essay grades commonly used in further and higher education [in the UK]. One is the numerical percentages system of grades (from 0 up to 100) and the other is the alphabetical letter system (from A to E, F, and G).

2. Older, traditional universities sometimes employ a similar system, but using the initial letters of the Greek alphabet – Alpha, Beta, Gamma, and Delta.

3. Those using the English and Greek letter system often employ the further refinement of a plus and minus system to provide a greater degree of discrimination. In this system, the grades Beta-plus (B+) and Alpha-minus (A-) represent incremental grades between Beta and Alpha.

4. Although these systems are in widespread use, there might be minor local variations. An example of the other common [sixteen-point] marking scheme is given below. See also the section on assessment.

5. In numerical percentages especially, there is sometimes a sense of fuzziness about the distinctions between one grade and the next. It is also quite common not to award percentages over eighty.

6. The percentage and letter grades, corresponding to the standard university degree classification, are as follows:

7. For most courses, the boundary between a pass and a fail will be forty percent. Below this there can be different levels of failure. A tutor might award thirty-five to record a near miss. This could permit a student to re-submit a piece of work or maybe to re-sit an examination. The band of marks between thirty and forty is sometimes called a ‘compensatory pass’.

8. A mark as low as twenty-five suggests a basic misunderstanding or a serious lack of achievement. Below this, there are further possible degrees of failure. These marks may sometimes be designated as E, F, and G in the letter grading system – though some institutions stop registering grades at D.

9. Low marks for individual pieces of work might nevertheless be significant depending on the system for calculating an overall course grade. One single low essay grade on a course might bring down an average score – or it might be disregarded as an aberration if all other grades were high.

10. Above forty percent there is a band of ten marks which designate a ‘bare pass’. The question has been considered, but that is all. The answer might be weak and hesitant, either in the arrangement of its ideas or in the quality of its arguments and evidence . The manner of expression might also be shaky. This band corresponds to the D grade in the letter system or a third (III) or pass mark in the traditional university system.

11. Work which scrapes through the pass mark will usually suffer from a number of weaknesses. The answers might have been very short, the focus of the argument might have wandered on and off the required subject. It might lack coherence and structure , and the expression may have been hesitant or clumsy. In work of this calibre there is often no indication that the student knows which is the more and which the less relevant part of the argument.

12. The higher the grade awarded to an essay, the greater must be the proportion of material it contains which is directly related to the question. Conversely, there should be as little as possible which is not relevant . The success of the work, in almost all cases, is directly related to the ability to focus single-mindedly on the question topic(s).

13. Next comes the band between fifty and sixty percent. Grades at this level represent a greater degree of competence, both in terms of handling the issues and the manner in which they are expressed. There may be a greater degree of fluency in the written style, and the generation of ideas. More supporting evidence may have been offered, or examples discussed. However, there will still be weak patches, and possibly mistakes or omissions which dilute the overall effect of the essay. This band corresponds to the C grade or the lower second (II.ii) in the other grading systems.

14. Grades between fifty and sixty are perfectly respectable. They represent rising degrees of competence in handling the issues raised by the question. These grades reflect an average ability in the subject at this level – yet they often seem to cause more problems than any other grades. Many students imagine that such results represent a humiliating failure to succeed, when in fact they demonstrate competence and success – albeit at a moderate level.

15. In the next band, between sixty and seventy, there will be a rise in the quality of written expression, argument and evidence . There will also be far less extraneous material and usually a greater degree of self-confidence in the writing. The essay will demonstrate an ability to focus attention on the question. This is a standard which shows a well informed and firm grasp of the issues involved, and the intellectual capability to deal with them. This band corresponds to the B grade or the upper second (II.i) in the other systems.

16. Students often want to know (quite rightly) what constitutes the difference in quality between two results, one of which might score 59 and the other 62 percent. This is a gap of only three marks, but enough to make the distinction between a lower and upper second level pass. The answer is that the better work probably has a stronger sense of focus and structure , presents more concrete evidence, or makes a closer engagement with the details of the question.

17. The regions beyond seventy or seventy-five are normally reserved for work which is clearly outstanding in its quality, intellectual breadth, and fluency of articulation. Answers pitched at this level are likely to be very confidently presented, and they will demonstrate a breadth of knowledge and reading in the subject which make it especially praiseworthy. Marks in this band are often awarded to work which not only answers the question but say something insightful or original about it as well. This band corresponds to the A grade or first class award (I) in the other systems.

18. Keep in mind however that essay questions do not require you to be dazzlingly original. Your tutors will be perfectly happy to award good grades to work which shows that you have studied the course material and answered the question .

19. Most institutions use similar standards of assessment, even though many of them do not make the criteria explicit. Here is one which does.

© Roy Johnson 2003

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University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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The University Grading System Explained

In University by Think Student Editor June 3, 2022 Leave a Comment

When thinking about university, you may often think about the grades you need to get in. The As, Bs or Cs you may need to even meet the entry requirements. The hours you put in just to ace those exams or excel in that coursework. Then you can relax once you get into university. Or can you?

We often forget about the exams and coursework you have to do at university. You may also need to put in long hours for your higher education as you did in your further education. But university isn’t the same as further education. You won’t be getting a brown envelope with As, Bs or Cs to tell you how well you did. What grades do you get at university? Do you get graded at all?

Different levels of university use different grading systems. Undergraduate degrees use the degree classification system. These grades or degree classifications are based on percentages that are calculated from a student’s progress. Students can get a first-class honours degree (1st), an upper second-class honours degree (2:1), a lower second-class honours degree (2:2), a third-class honours degree (3rd) or they will either not get an honours degree or fail the degree. Master’s degrees use a Pass, Merit, Distinction grading system. For PhDs, you can either pass or fail the degree.

Continue reading for more information about the different grading systems used for undergraduate degrees, master’s degrees and PhDs. This article is great for you if you want to study at university or if you’re simply interested.

How are Undergraduate Degrees graded?

Before starting university, you probably studied A-Levels, Highers, BTEC Nationals or some other level 3 qualification. With the most traditional of these grading systems, you would have probably gotten used getting letters written on the front of your tests. With more vocational qualifications you may have received a Pass, Merit or Distinction (or maybe even a Distinction*), such as with BTECs. If you would like to know more about the BTEC grading system, check out this article .

By the end of your first year at university, you’ll realise that these systems are no longer used. Instead, they are replaced by the degree classification system. The degree classification system is simply the grading system used by universities for undergraduate degrees. If you want to know more about undergraduate degrees, look here .

The degree classification system has 4 main degree classifications or grades. These are a first-class honours degree (1st), upper second-class honours degree (2:1), lower second-class honours degree (2:2), third-class honours degree (third) . For more information about these and this grading system in general, check out this article from DayJob.com.

If you would like to know more about what these grades are and what they really mean, check out this Think Student article .

How are Master’s Degrees graded?

The next level up from an undergraduate degree is a master’s degree. A master’s degree is a level 7 qualification in England, Wales and Northern Ireland. To find out more about these levels, you can check out this governmental guide . It is also a level 11 qualification according to the SCQF levels that are used in Scotland. If you would like to find out more about these levels, check out this guide from Glasgow Kelvin College. For more information about master’s degrees in general, check out this useful article .

The master’s degree grading system is very similar yet very different to the undergraduate grading system. As a reminder, the undergraduate grading system uses degree classifications. The main ones of these being first-class honours degree, upper second-class honours degree, lower second-class honours degree and a third-class honours degree. Master’s degrees aren’t graded in this way . Instead, the grades are Pass, Merit, Distinction or Fail. This is more similar to vocational causes, such as BTECs but without the Distinction* grade.

While having different names for the grades, the master’s degree grading system is still quite similar to the undergraduate grading system. This is because both grades are based off set percentages that are quite similar, while not completely the same . For more information about master’s degree grades, check out this article from MastersPortal.com. To see it more clearly, look at the table below.

How are PhDs graded?

A PhD is another kind of postgraduate degree. It is a level 8 qualification in England, Wales and Northern Ireland. This makes it on the highest level of qualifications that you can get in the UK. Due to this, PhDs are incredibly prestigious. Therefore, there are only about 100,000 doctoral researchers in the UK, including PhD students. For more information about this figure, check out this article by Vitae. If you would like to know more about PhDs, check out this Think Student article .

As a PhD is at the highest qualification level that you can get in the UK, you have to pass through the entirety of the education system to be able to do so. This means that you will likely have a range of qualifications, all with different grading systems. After getting used to the undergraduate degree classification system and then the Pass, Merit, Distinction system from master’s degrees, you may have thought you’ve seen it all. But when you get to a PhD, the grading system changes again .

In the UK, the grading system for a PhD is very simply pass or fail. This is different to other countries where they may have more distinctions in grades. For more information about this grading system, check out this article from Postgrad.com. In a PhD and other doctorate degrees, in order to get your grade, you will have to do a viva voce exam. This is an oral exam in which you will discuss your thesis and research area in order to demonstrate your knowledge. For more information about the viva voce, check out this article by the University of Portsmouth.

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Find out more about marking, moderating and how degree classifications are calculated.

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The final degree award you achieve depends on the marks you receive for your assessments.

On this page we explain how you can have confidence that marking is fair and that your degree classification reflects your work and capabilities.  

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Marking, moderating, and scaling

Before marks are released, module teams make sure that work is marked consistently. How they do this will depend on the type of assessment – but it could include things like checking samples of work or recording student presentations so they could be reviewed by a second person.

Your module leader will also look at the distribution of marks on the module and compare this with previous years. If there is a difference, it could indicate a problem with the assessment. To address this, they can request permission to scale the results.

In the videos below, academic colleagues describe their school’s usual marking, moderating, and scaling practices.

Marking and moderation  - Dr Martin Farr and Dr Samantha Shields explain how work is marked and moderated and how extra attention is given to significant pieces of work like dissertations.

Scaling - Dr Sara Marsham gives an overview of scaling.

Each school has a moderation and scaling policy based on the University’s template . Your school will have provided you with a copy of the policy for your school.  

Once marks have been moderated, the confirmed marks go forward to the board of examiners for consideration. Marks are not altered at the Board of Examiners.  

Degree classifications

After Stage 1, your assessments begin to count towards your degree. Your degree programme handbook will give details on the importance (or weighting) given to work at each stage. You can also see this information on the  University website .

For information about the  detailed rules and processes in place see the University’s general regulations and assessment regulations.

Each school has a Board of Examiners for each subject area. The Board of Examiners is an official group responsible for considering the outcomes of assessment on programmes. They make decisions on your award and degree classification based on your marks.

There are some instances where they can show discretion:

• If a student’s work is close to grade boundaries - they review students marks across all of their credit-bearing modules and have the discretion to grant a higher award. The discretionary zone is normally 2 marks from the classification boundary.
• They consider the impact of personal extenuating circumstances (PEC) on assessment marks and have discretion to mitigate and grant a higher award.

When Boards of Examiners exercise discretion, they can only adjust in your favour; they cannot reduce an award. It is important to state that a higher award is not guaranteed.

In this video, Dr Sara Marsham explains what Boards of Examiners take into account when students’ marks fall into the discretionary zone or have PEC support.

Personal Extenuating Circumstances (PEC)

Find out how you can apply for adjustments if your studies are affected by unavoidable and unforeseen personal circumstances.

Higher Education Academic Record (HEAR)

At the end of each stage your marks are added to your Higher Education Academic Record (HEAR) . This contains details of all the marks across your studies including your award. It is the official record of your academic achievement.

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How to write a first-class essay and ace your degree

(Last updated: 12 May 2021)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

In this article, we’ll take a look at how you can write a first-class essay, giving you the best chance of graduating from university with a first overall.

As this report from 2017 indicates, more people in UK universities are being awarded first-class degrees than ever before. Recent research suggests that by 2030, all students will graduate from some universities with a first-class degree , due to grade inflation.

Inevitably, some are suggesting that this means university standards are falling. Many students now pay vast sums of money for the privilege of a university education. As such, universities want them to leave as "satisfied customers". Perhaps this is why more firsts are being awarded. On the other hand, it could simply be that students have become better at researching what makes for first-class work. They're better at examining marking briefs. And at sharing tips – with other students in online forums and elsewhere – about what a first looks like.

So what does this mean for you if you're currently an undergraduate student? If you think this recent news means it's more likely you'll get a first, you can keep the Champagne on ice for now. A first-class degree takes hard work and dedication, no matter where or what you study.

Whatever the reasons for the recent spike in firsts, you can be sure that as a result, the following will now happen:

• Universities will examine their standards more closely. They may look at making the criteria for first-class degrees more stringent in response to criticisms that they've 'gone soft'.
• As up to a quarter of the new graduates hitting the job market do so with a shiny new first-class degree, top employers will routinely come to expect this in applicants for their very best jobs.

How can I get a first in my degree?

So, you want to be among those brandishing a first-class degree certificate when you don cap and gown next summer? Of course you do. Now is the time to think about what kind of student you need to be in order to succeed.

Here are a few pointers:

It doesn't take a genius to work out that the more first-class essays you write at university, the more likely you are to score highly overall. And getting a First in your essay isn't as hard as you think. More on this later.

A marker doesn't need to get very far into your work to see if it's been written by somebody who has engaged with the subject matter in depth, and taken the time to understand its nuances. Or if the person who wrote it had only a basic grasp of the main concepts.

All the knowledge in the world won't score you a first if you don't also have the rhetorical skills to express that knowledge fluently and succinctly. You need dexterity to marshal your knowledge effectively and solve the problem at hand (whether that's a long-form essay topic or an exam question).

Knowing your topic inside-out, but finding yourself unable to convey all that detailed knowledge, is immensely frustrating. If feedback on your previous work suggests your writing may not be up to scratch, be sure to take advantage of the help that's on offer at your university. This can be online tutorials, student mentors, or writing workshops. Nearly all universities offer academic writing support services to students, and these are often run by the library.

Alternatively, delve into the Oxbridge Essays blog for posts containing great general advice on good essay writing and essay writing tips .

Finally, the Essay Writing Service from Oxbridge Essays is a reliable place to turn to for essay help. Our academics can help tweak your writing, or write a completely original, unplagiarised essay for you to use as inspiration in your own writing.

Just reading the assigned work and writing solid assignments will, at best, get you a 2:1. In fact, that's what Second-class degree classifications were designed for! If you want to stand out from the crowd, you need to be prepared to go the extra mile. Find ways of understanding your subject matter more thoroughly. Craft an "angle" from which you can approach the topic in a memorable, original, and unique way.

You need to be willing to take risks, and be willing to put that safe, 2:1-level assignment you were going to write on the line in pursuit of greater reward. More on what this means below, but essentially you should be willing to take up positions that are controversial, sceptical and critical – and back them up.

You should even be willing, once in a while, to fail to reach the lofty aspirations you've set yourself. If you've ever watched a professional poker player you'll know that even the best of them don't win every hand. What's important is that they're ahead when they leave the table.

What does a first-class essay look like?

A lot of this stuff – risk-taking, depth of knowledge, and developing a unique "angle" – can sound pretty abstract. People marking essays may land on opposite sides of the fence where borderline cases are concerned.

However, most agree with what a first-class essay looks like and can pinpoint features that set it apart. Markers look for things like:

Essay matches the assignment brief

This may sound obvious, but did you really read the assignment brief? And when did you last read it? A first-class essay needs to show originality and creativity. But it also needs to prove that you can follow instructions.

If you've been given guidance on what your essay needs to cover, make sure you follow this to the letter. Also, take note of the number and type of sources it needs to use, or any other instructions. You can only do this if you revisit the brief repeatedly while writing. This will ensure you're still on the path you were originally pointed down and haven't gone off at a tangent.

Writing a brilliant, original essay that doesn't meet the assignment brief is likely to be a frustrating waste of effort. True, you may well still get sufficient credit for your originality. But you'll achieve far more marks if you shoot for originality and accuracy.

A clear and sophisticated argument

A first-class essay sets out its intentions (its own criteria for success) explicitly. By the end of your first couple of paragraphs, your reader should know (a) what you are hoping to accomplish, and (b) how you plan on accomplishing it.

Your central argument – or thesis – shapes everything else about your essay. So you need to make sure it's well-thought-out. For a first-class essay, this argument shouldn't just rehash the module material. It shouldn't regurgitate one of the positions you've learned about in class. It should build on one or more of these positions by interrogating them, bringing them into conflict or otherwise disrupting them.

Solid support for every argument

You don't just need to make a sophisticated argument; you need to support it as well. Use primary and/or secondary sources to back up everything you say. Be particularly careful to back up anything contentious with rigorous, logically consistent argumentation.

Undergraduates also often forget the need to effectively address counter-arguments to their own position. If there are alternative positions to the one you're taking (and there almost always are), don't omit these from your essay. Address them head-on by quoting their authors (if they're established positions). Or, simply hypothesise alternative interpretations to your own. Explain why your position is more persuasive, logical, or better-supported than the alternatives.

When done well, drawing attention to counter-arguments doesn't detract from your own argument. It enhances it by providing evidence of your capacity to reason in a careful, meticulous, sceptical and balanced way.

A logical and appropriate structure

Have you ever been asked to write a comparative essay, say on a couple of literary texts? And did you have lots to say about one of the texts but not much at all about the other? How did you approach that challenge? We've all written the "brain-dump" essay. You shape your work not around the question you're supposed to be answering, but around topic areas that you can comfortably write a lot about. Your approach to a comparative essay may be to write 2500 words about the text you love, and tack 500 words onto the end about the one you don't care for. If so, your mindset needs a bit of adjusting if you're going to get that first-class degree.

A first-class essay always presents its arguments and its supporting evidence in the order and manner that's best suited to its overall goals. Not according to what topic areas its author finds the most interesting or most comfortable to talk about. It can chafe if you feel you have more to offer on a particular topic than the assignment allows you to include. But balance and structural discipline are essential components of any good essay.

In-depth engagement and intellectual risk

This is where going "above and beyond" comes in. Everything from your thesis statement to your bibliography can and will be weighed as evidence of the depth of your engagement with the topic. If you've set yourself the challenge of defending a fringe position on a topic, or have delved deep into the theories underlying the positions of your set texts, you've clearly set yourself up for a potential first in the essay. None of this is enough by itself, though. Don't forget that you need to execute it in a disciplined and organised fashion!

Emerging understanding of your role in knowledge creation

This one is easy to overlook, but even as a university student you're part of a system that collaboratively creates knowledge. You can contribute meaningfully to this system by provoking your tutors to see problems or areas in their field differently. This may influence the way they teach (or research, or write about) this material in future. Top students demonstrate that they're aware of this role in collaborative knowledge creation. It is clear they take it seriously, in the work they submit.

The best way to communicate this is to pay attention to two things. First, the content of the quality sources you read in the course of your studies. Second, the rhetorical style these sources employ. Learn the language, and frame your arguments in the same way scholars do. For example, "What I want to suggest by juxtaposing these two theories is…" or, "The purpose of this intervention is…" and so on.

In short, you need to present an essay that shows the following:

Clarity of purpose, integrity of structure, originality of argument, and confidence of delivery.

What else can I do to get a first in my essays?

It will take time to perfect an essay-writing strategy that delivers all this while persuading your reader that your paper is evidence of real intellectual risk. And that it goes above and beyond what's expected of the typical undergraduate at your level. But here are a few tips to help give you the best possible chance:

Start early

Your module may have a long reading list that will be tricky to keep on top of during the term. If so, make sure you get the list (and, if possible, the syllabus showing what kind of essays the module will require) ahead of time. If your module starts in September, spend some time over summer doing preparatory reading . Also, think about which areas of the module pique your interest.

Once the module starts, remember: it's never too early in the term to start thinking about the essays that are due at the end of it. Don't wait until the essay topics circulate a few weeks before term-end. Think now about the topics that especially interest you. Then read around to get a better understanding of their histories and the current debates.

Read beyond the syllabus

Students who are heading for a good 2:1 degree tend to see the module reading list as the start and end of their workload. They don't necessary see beyond it. A 2:1 student considers it a job well done if they've done "all the reading". However, a student capable of a first knows there's no such thing as "all the reading". Every scholarly text on your syllabus, whether it's required or suggested reading, is a jumping-off point . It's a place to begin to look for the origins and intellectual histories of the topics you're engaged with. It will often lead you to more challenging material than what's on the syllabus.

Search through the bibliographies of the texts on the syllabus to discover the texts they draw from, and then go look them up. At undergraduate level, set texts are often simplified versions of complex scholarly works and notions. They're designed to distil intricate ideas down into more manageable overview material. But wrestling with complex articles is the best way to demonstrate that you're engaging with the topic in depth, with a sophisticated level of understanding.

Build your bibliography as you research

Keeping notes of all your sources used in research will make writing your bibliography later far less of a chore. Given that every single text on your syllabus likely references thirty more, bibliography mining can quickly become overwhelming. Luckily, we have to hand the integration of web searches and referencing tools. These integrations make the challenge of compiling and sifting through references far easier than it once was. Get into the habit of exporting every reference you search for into the bibliographic software program of your choice.

Your institution might have a subscription to a a commercial tool such as RefWorks or Endnote. But the freeware tool Zotero is more than capable of compiling references and allowing you to add notes to revisit later. It's usually a matter of adding a Digital Object Identifier (DOI) for your source into the program. Then it will store all the details you need to generate a bibliography for your essay later (no matter what reference style your university demands). It will also store the URL of the source so you can retrieve it later.

Make sure you organise your research into categories. This will ensure you have a focused set of scholarly sources waiting for you when you've decided on your final essay topic.

Develop your own essay topic, and talk to your tutor (often!)

Are you the kind of student who likes to go it alone, and rarely, if ever, visits your tutor during his or her office hours? If you're serious about getting a first, you need to get over any reservations you have about seeing your tutor often. Make regular appointments to talk through your essay ideas. If the syllabus allows it, come up with your own essay topic rather than going with any in the topic list you're given.

Even if you haven't explicitly been told that you can design your own essay topic, ask if it's possible. Nothing is a clearer mark of your originality and active engagement with the module content than defining exactly what it is you want to write about, and how you intend to approach the argument. You have nothing to lose and everything to gain by expressing enthusiasm for the material, and a desire to think independently about it. And one of your tutor's roles is to help you develop your arguments. S/he might suggest texts you haven't come across yet that will help support your points, or make your arguments stronger by challenging them.

Don't just synthesise; critique and contest

It's common for students to get frustrated when they do all of the above and still come away with a good 2:1, rather than the first they were expecting. For some, this can happen because reading very widely can 'muddy' the waters of their understanding. Reading more about a subject will help you understand its depth and complexity. But it can cause you to begin to lose rather than gain confidence in your own understanding.

It can be tempting to let your essays become summaries of what other scholars have said, and let their voices speak over your own. This is especially true when you've read widely and have a sound understanding of the positions of scholars in your field.

But it doesn't matter how much reading you've done or how sound your knowledge of existing work in a field. To consistently score first-class marks, you have to develop a position on that field. You must examine where you stand in relation to these scholars and ask yourself some fundamental questions:

1. Do I agree with them? 2. If not, why not? 3. How can I articulate and defend my position?

If you've thought long and hard about these questions in every module you take, your journey to a first-class degree is well underway. There is, admittedly, a degree of risk here. What if you've fundamentally misunderstood some key aspect of a debate? What if your position simply doesn't add up?

There will be times when you'll get things wrong, and you'll feel frustrated or even embarrassed. But that's why we said at the outset that you need to be a gambler – this approach will pay off far more often than it will fail. And if you're feeling particularly insecure about a line of reasoning, ask your tutor to read over a draft and give you some pointers on where to go next.

Is it worth the risk?

In a word, yes. Not every attempt at academic risk-taking will be entirely successful. But following the steps above will ensure that tutors and markers see genuine, in-depth engagement with the topic. Not to mention evidence of serious intellectual growth.

Markers will take all this into account, as well as pointing out the places where your argument didn't quite hit the mark. So even if the risk doesn't quite work out, you're unlikely to get a lower mark than playing it safe and submitting a “solid 2:1” piece. And over the span of your degree, this approach will yield a higher mark than consistently writing competent essays on the set texts without significant innovation or risk.

Plus, of course, this process has its own rewards beyond your essay mark. Even if you didn't quite hit your target score for this module, your engagement with the topic will have been far richer. You'll emerge far more knowledgeable at the end of it than if you'd played it safe.

So go ahead… live a little!

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The Common Marking Scheme and what constitutes each grade.

Degree examinations have a pass mark of 40% and are graded according to the University's Common Marking Scheme.

Common Marking Scheme

Assessed work is graded according to the University’s Common Marking Scheme:  

Guidance on what constitutes these grades follows. 

A1 (90-100%)

An answer that fulfils all of the criteria for ‘A2’ and ‘A3’ (see below) and in addition:  

• Shows an exceptional degree of insight and independent thought.  
• Demonstrates true flair in tackling issues.  
• Is of outstanding quality, in terms of scholarship and originality.  
• Often faultless.  
• The work is well beyond that expected at the appropriate level of study.  

A2 (80-89%)

An answer that provides a fully effective response to the question. It should:  

• Show excellent scholarship, with substantial knowledge of the field and an ability to integrate evidence from this in a critical way and go beyond it.  
• Achieve a high quality of analysis early on and sustain it through to the conclusion.  
• Use information and examples accurately and concisely to inform the answer.  
• Demonstrate a critical and committed argument, showing insightful scientific judgement and a balanced awareness of other interpretations but not afraid to question them.  
• Exhibit creativity or originality and academic maturity.  
• Be very well-written and presented - its use of English and presentation should be commensurate with the quality of the content.  

A3 (70-79%)

A sharply-focused answer of high intellectual quality. An essay in this band should have major elements of the following:  

• Adopt a comprehensive approach to the question and maintain a sophisticated level of critical analysis and discussion throughout.  
• Provide a clear and coherent structure, showing logical, ordered thought.  
• Show knowledge of a comprehensive range of up-to-date material, handled in a professional way.  
• Contain appropriate diagrammatic information, incorporated in a manner which enhances the answer.  
• Deal confidently with the complexities and subtleties of the arguments, using information and examples creatively to arrive at independent conclusions.  
• Shows elements of personal insight / creativity / originality.  
• Contain few or relatively minor flaws.  
• Be well-written and presented, with a good command of English and grammar.  

A very good answer that shows qualities beyond the merely routine or acceptable. An essay in this band should contain many of the following features:  

• Address the question directly and fully, showing clear focus on the subject with only trivial deviation.  
• Exhibit a clear and coherent structure, showing logical, ordered thought and clear presentation.  
• Exhibit knowledge of a very good range of up-to-date material, perhaps with some gaps, but handled in a professional way. 14  
• Display understanding and handling of key concepts: shows a firm grasp of the subject and current theory (but there may be gaps).  
• Show initiative, the ability to think clearly, to critically evaluate ideas, to bring different ideas together, and to draw sound conclusions.  
• Display evidence of further reading and appropriate use of examples and diagrams.  
• Contain no significant errors of fact or interpretation.  
• Develop a coherent analysis/argument proceeding to a convincing conclusion.  
• Be without major blemish in the quality of the writing and presentation.  

A good answer with elements of the routine and predictable. An essay in this band should:  

• Show sound knowledge, although limited.  
• May contain occasional factual errors and misunderstandings of concepts but this should not be a dominant impression.  
• Be generally accurate - inaccuracies, if any, should be moderate.  
• Show understanding and handling of key concepts. There may not be a firm grasp and depth of understanding of all the key concepts.  
• Be focused on the subject, with relatively little irrelevant material.  
• Exhibit a limited degree of critical analysis and evaluation.  
• Be structured in a reasonably clear and coherent manner, generally presenting ideas and information in a logical way and often with some examples.  
• Generally be well-presented but there may be minor flaws in information, figures and standard of English.  
• Generally show a good quality of writing and presentation.  

A passable answer which understands the question to a degree and displays some academic learning. An essay in this band is likely to exhibit a number of the following features:  

• Should display basic knowledge but may have significant factual inaccuracies and omissions. It may lack clarity of structure and show poor logical development of arguments.  
• Should be intelligible but may well have significant deficiencies, such as poor expression, irrelevancies to the question asked, deviation from the core issues, and limited conceptual components.  
• May show superficial understanding and handling of key concepts and there may be gaps in understanding, lack of detail, or explanation of key concepts and ideas; some may have been omitted.  
• Show limited critical analysis and discussion. The arguments and conclusions may be weak or lack clarity. The emphasis is likely to be more on description than analysis.  
• The presentation may show flaws in the overall standard of presentation or in specific areas such as figures and standard of English (e.g. repeated minor spelling, punctuation or grammatical errors). 
•  May give a general impression of a rather poor effort, with weaknesses in conception or execution. It might also be the right mark for a short answer that at least referred to the main points of the issue.  

An answer with evident and substantial weaknesses or inaccuracies of understanding but conveying the sense that with a fuller argument or factual basis it might have achieved a pass. An essay in this band is likely to:  

• Display limited knowledge, with inaccuracies.  
• Show insufficient understanding, with significant concepts omitted or poorly expressed.  
• Inadequately address the subject, with poor discussion and no real attempt to critically evaluate the work.  
• Lack a coherent structure.  
• Show a poor overall standard of presentation, with problems in writing style and expression (making it hard to follow the content), and a poor standard of English.  
• Show only a few number of clear and relevant sentences on the topic which are essentially correct and contain information appropriate to the specific question, possibly with a relevant diagram.  

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues. An essay in this band may contain:  

• Largely irrelevant or erroneous material and be very limited in scope consisting, for example, of just a 2-3 clear and relevant and essentially correct sentences on the topic but not necessarily centrally addressing the question.  
• Significant confusion.  
• Very limited, incorrect or no critical analysis and discussion.  
• Little or no attempt to order the material in a systematic way.  

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with relevant academic concepts. An essay in this band may exhibit:  

• Very little knowledge of relevance to the question and irrelevant or erroneous material.  
• Minor evidence of understanding.  
• No coherent discussion.  
• No attempt to order the material in a systematic way.  
• Some relevant words, not explained very clearly, but going beyond simple paraphrasing of the question.  
• An answer without any academic merit which usually conveys little sense that the course has been followed or of the basic skills of essay-writing.
• The presented work is of very little relevance to the subject in question or does not go beyond paraphrasing of the question.
• Some attempt to use some relevant words
• A blank answer or an answer with no text of relevance to the question should be awarded zero.  

Overall the mark is greater than 40% but the student has failed a component which must be passed to pass the course (for example, an exam mark of <40%). The student must retake and pass the failed component to pass the course. 

Credit allocation and conversion of grades

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UK Grading System

The UK education system is unique as so is the grading system applied by educational institutions. However, the reputation of British higher education is largely attributed to such efficient education and grading system. Due to this many foreign countries have embraced the UK education and grading system either complete or with minor variations.

Understanding local grading system at the university you want to apply and in the foreign country you aim to study in, it is of essential importance. If not for anything else, you need to understand it in order to convert your grades and compare that to your university grade requirements.

Often times, too many international students, find the grading system in the UK a bit intriguing. To a large extent, this is something not to be worried about and quite expected. The reasons underneath this confusion have to do with students getting used with their native grading system.

To solve this problem in no time, below we explain everything you need to know about the grading system.

Grading System in the UK

At the very beginning it is very important you recall the fact that the grading system of the UK’s constituent countries varies to a certain scale. Overall, the grading system applied in England, Wales and Northern Ireland share a lot of similarities, while the Scottish grading system is different.

Grading system in compulsory education

Compulsory education in the UK is divided into four major key stages. At the end of each key stage, students sat in various examinations and their academic achievement is evaluated against national curriculum levels. In addition to your test scores, other factors like your projects and your participation in coursework will be taken into consideration to evaluate your performance. There are 8 such levels and an additional level standing for “Exceptional performance”. Taking this periodical assessment tests is mandatory at the age of 7,11 and 14.

Following the completion of compulsory education, British students must undertake their GCSE exams to assess their learning progress up to that stage. There are two GCSE grading systems applied in the UK. As of 2018, GCSE grades in England are indicated by numbers from 1 to 9. On the other hand, in the old GCSE system used in Wales and Northern Ireland students’ achievement is evaluated using a letter grading scale from A* to G.

Grading system in UK Higher Education

The UK has a unique higher education grading system. Its most unique feature compared to traditional grading systems is that it aims to be more specific in describing students’ academic achievement.

This type of assessment method is highly valued because it offers many advantages. Most importantly it highlights your academic strengths and specific skills, therefore, it helps employers gain a better understanding of your true potential.

Since it is proved to be such an efficient tool to assess students’ performance, many foreign countries like Canada, Australia and India are using the same grading system on some occasions with small changes to fit into their own local educational context.

The UK universities use a letter grade scale from A to F to indicate their students’ academic performance. If you get an A it means you have shown outstanding knowledge whereas if you get an F it means your score is not sufficient to pass the exam.

Listed below are grades you can take at university in the UK and their definition

However, we already mentioned that UK universities tend to be highly specific when evaluating their students’ academic score. This is to say not all students who get an A have performed the same.

This marking principle is not only limited to the fact that all students who have the same grade lie into different mark bands. At the undergraduate level, final degrees are also classified according to overall students’ academic performance.

Depending on your academic achievement, undergraduate degrees are classified into the following categories:

• First-class Honours (70% and higher).
• Second-class Honours ( 50% -70%).
• Third-class Honours (40% – 50%).

First-class degree

The first-class degree or often commonly referred to as “first”, is the highest academic achievement at the undergraduate level in UK universities. In more simple terms it means that your overall academic score is equal or above to 70% of the total score you could have achieved in your undergraduate degree course. It is like saying your average grade at the undergraduate level was an A.

If you get a first-class degree it means that you have demonstrated an outstanding level of knowledge through your course and you’re highly competent at the subject you’ve studied for.

As you can easily assume the British universities apply some of the highest academic standards. That being said, in order to achieve a first-class degree, you have to be among very few students who show an outstanding level of academic achievement. In recent years the number of first-class graduates in the UK has increased smoothly, but their proportion remains small still.

Usually, your overall marking score must be at least 70% in order to be awarded a first-class degree, but sometimes changes depending on the university you’re studying at.

Quite often your grades in the first year are not taken into account in your final qualification, but your academic progress in the second and senior year definitely will.

Note that since a first-class degree requires an excellent intellectual aptitude, it is not common for UK universities to offer joint first-class degree courses. However, famous universities like Oxford, Cambridge and Glasgow do offer some courses of that kind.

Second class degree

The second-class degree is divided into two categories: upper second-class degree and lower second-class degree.

The upper second-class degree is labelled as 2:1 degree (read “two-one”). In order to be awarded a 2:1 degree (read “two-one”), your academic score must range from 60% to 69%. By definition, it means that you have shown pretty good knowledge, but there is some room for improvement.

Typically, you’re going to need an upper second-class degree if you want to enroll a master degree in the UK because it is the minimum entry requirement. An upper second-class degree also puts you in a favourable position in the job market as it is very much sought-after from employers.

The lower second-class degree is commonly known as a 2:2(read “two-two”) degree. Compared to other classified degrees described in previous sections a lower second-class degree is a lower academic achievement, therefore doesn’t draw any significant improvement in your CV and your employability.

Third Class Degree

A third-class degree is the lowest academic qualification you can get in an undergraduate degree program. Students to whom is awarded a third-class degree have taken marks between 40% and 49%, which is surely something you should not aim for.

Unfortunately, the prospects of finding a good job or succeeding in postgraduate education holding a third-class degree are low. Statistically, third-class students share the smallest proportion of undergraduates in the UK.

Note that in some cases student whose final academic score lies close to the minimum required to get a third-class degree, will still be awarded a regular degree known as Pass.

The UK Grading System and ETCS grades

European Credit Transfer and Accumulation  System is a common grading framework used by European countries in order to facilitate the process of converting grades from a local grading system to another one.

The table below shows final grades in the UK and their corresponding equivalent in the ECTS system

Note however that ECTS are to a large extent optional and universities are still free to apply their own grading policies. Most of the time, the transcript of a student’s grade in Europe will contain an additional column for ECTS grades alongside local grades.

The UK Grading System and The US Grading System

Since the US grading system is very popular and many US students are attending university in the UK it is very interesting to see how does one grading system stand compared to the other.

The table below shows grades at UK universities and their equivalent in the US grading system

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Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

(optional) Final Grade Goal Weight of Remaining Tasks Grade Format: Points, percentage, mix Letters Weight Format: Percentage Points Show Final Grade Planning Options 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. Letter Grade GPA Percentage A+ 4.3 97-100% A 4 93-96% A- 3.7 90-92% B+ 3.3 87-89% B 3 83-86% B- 2.7 80-82% C+ 2.3 77-79% C 2 73-76% C- 1.7 70-72% D+ 1.3 67-69% D 1 63-66% D- 0.7 60-62% F 0 0-59% 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. Search This discussion is now closed. A-Levels for law Mid 2:2 in Second Year, How much would I need for a 2:1 or a 1st? Business Degree Are these options good for a level? Alevel choices Can I study econcomics at russell group unis without doing it at A-level? Alevel options Law or Psychology - HELP!! A-level Options What will my alevel options open me to? Is it possible to go to university in Japan? Law Student - First year grades Writing essays at uni Do top unis care about GCSEs? Can I choose Textiles even though I want to do Law? Can I get a philosphy/anthropology degree, for example, with science alevels? A-level options for law at oxford Which of these A-Level combinations would be the best to study a law degree? Degree Essay Grades Scroll to see replies Related discussions Last reply 7 hours ago Last reply 2 days ago Last reply 1 week ago Last reply 2 weeks ago Last reply 3 weeks ago Last reply 1 month ago Last reply 2 months ago Last reply 3 months ago Articles for you I want to go to uni but I don't know what to study How to write an excellent personal statement in 10 steps The basics of applying to university: glossary of terms Expert tips to help you prepare for starting university 9 in 10 AI-produced essays fooling university professors, study finds by RAY LEWIS | The National Desk READING, England (TND) — A British university failed to recognize more than 9 in 10 essays produced by artificial intelligence (AI), according to a study released last month. The University of Reading graded 94% of submissions, which were created in the “most detectable way possible,” as if they were written by humans, the study found. The recent rise in artificial intelligence systems, such as ChatGPT, poses a fundamental problem for the educational sector. In universities and schools, many forms of assessment, such as coursework, are completed without invigilation,” the researchers wrote. “Therefore, students could hand in work as their own which is in fact completed by AI.” The grades of the AI-produced essays were on average half a grade higher than those written by humans, according to the study. There was an 83% chance the AI submissions would outperform human ones, the researchers noted. AI’s applications in schools has sparked concern in the U.S., where lawmakers introduced a bill in December to integrate AI literacy as a key component of digital literacy. It’s no secret that the use of artificial intelligence has skyrocketed over the past few years, playing a key role in the ways we learn, work, and interact with one another,” Rep. Lisa Blunt Rochester, D-Del. and one of the bill’s sponsors, said . “Like any emerging technology, AI presents us with incredible opportunities along with unique challenges.” In May, a group of senators released a report on how to drive American innovation in AI, in which it warned of risks the technology posed. The senators argued AI could be an asset to the U.S. if handled responsibly. “In the midst of rapid AI advancements, the Senate can lead or be led. We plan to lead, to deliver for the American people, helping ensure that AI comes as a benefit to society, not a threat,” Sen. Martin Heinrich, D-N.M., said . “This roadmap positions us to unlock AI innovation that will deliver major scientific and medical advancements and help maintain our global leadership.” Have questions, concerns or tips? Send them to Ray at [email protected] . The Hechinger Report Covering Innovation & Inequality in Education PROOF POINTS: Asian American students lose more points in an AI essay grading study — but researchers don’t know why Share this: Click to share on LinkedIn (Opens in new window) Click to share on Pinterest (Opens in new window) Click to share on Reddit (Opens in new window) Click to share on WhatsApp (Opens in new window) Click to email a link to a friend (Opens in new window) The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our  weekly newsletters  to get stories like this delivered directly to your inbox. Consider supporting our stories and becoming  a member  today. Get important education news and analysis delivered straight to your inbox Weekly Update Future of Learning Higher Education Early Childhood Proof Points When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting 300 billion words from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out.  Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom. AI and humans scored essays differently by race and ethnicity “Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.” That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the excitement to try new AI technology. There are potential dangers as teachers save time by offloading grading work to a robot. In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply GPT-4o . (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.)   A little background about this large bundle of essays : students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation. Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays. GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids.  “Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored.  The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools. This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that AI essay grades were just as frequently too high as they were too low . That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity. I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students.  In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters. ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.”  The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a study published in 2012 . That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The ETS website says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.)  Asian Americans also garnered higher marks from an automated scoring system created during a coding competition in 2021 and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it gave higher scores than humans did to Asian Americans’ open-response answers on a reading comprehension test.  It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students.  This story about AI bias was written by Jill Barshay and produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for  Proof Points  and other  Hechinger newsletters . Related articles The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that. Join us today. Jill Barshay SENIOR REPORTER (212)... More by Jill Barshay Letters to the Editor At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information. We will not consider letters that do not contain a full name and valid email address. You may submit news tips or ideas here without a full name, but not letters. By submitting your name, you grant us permission to publish it with your letter. We will never publish your email address. You must fill out all fields to submit a letter. Call me a relic, from the past, but AI scoring seems too impersonal. As a math teacher, I love my subject. I like correcting papers. It gives me a “feel” for my students’ performance. I can see their approaches. I can see their understanding, or lack of understanding. If a machine is doing your grading, you get none of that. The teacher becomes a faceless clerk, in a store. I don’t think that teachers should use AI for grading essays. Perhaps I am a relic too, but I think the AI grader does not catch subtlety or ironic humor in writing. That said, I am a Ph.D. who tutors Asian American students and their writing may well be superior. These kids not only work hard in school, but take tutorials beyond the classroom, most often in writing. Even when I was in college at U.Va. Asian-American students were often harder working and earned better grades. And for catching plagiarism, I think a teacher needs to know their students’ writing at all levels of progress. I have caught several plagiarists and cheaters (there is a difference) by assessing both raw writing and a portfolio of student writing in different areas. Teachers that allow an AI to grade are lazy and it makes sense considering the low pay and lack of respect teachers receive. If you want to improve your education system, stop denying tenure and pay academics what they are worth. There are also tenured teachers at high schools. The way we are approaching education will prove a detriment to student progress and the education and intelligence of American students. It is a shame! Looking at the data I noticed that Hispanic and Black student were still marked more harshly by AI than others. Their AI marks were only 73 percent of the human-graded marks, while Asian and Indigenous recieved 75 percent and mixed race and white students 77 percent. In other words, the difference for Asian students looked greater because their scores were larger to begin with. Nonetheless, there is obviously still racial bias in AI but it simply reinforces the human bias already present. Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Sign me up for the newsletter! Submit a letter Dissertation PowerPoint Presentation Book Report/Review Research Proposal Math Problems Proofreading Movie Review Cover Letter Writing Personal Statement Nursing Paper Argumentative Essay Research Paper Discussion Board Post 50+ Photo Essay Topics for A+ Essays Table of Contents While most academic assignments involve writing, photo essays involve writing and photography. These assignments utilize images and words to convey messages. When writing these essays, you’ll need photo essay ideas for students to inspire your paper. Do you need sizzling photo essay ideas for your next photo essay? Keep reading this post for photo essay ideas to jump-start your papers. What is a Photo Essay ? We would like to define this assignment before delving into photo essay topics for students . A photography paper is a written assignment that uses photos to tell a story or make a point. Unlike other assignments, it heavily relies on images to communicate one’s message. You can use these papers to: Convey news stories. Create awareness about critical issues. Share personal experiences. Document places or events. Highlight the works of artists or photographers. Tips for Selecting Photo Essay Topics Like other essay assignments, a photo essay requires you to have tantalizing photography essay topics that make you want to write and your readers want to read your papers. Here are tips to help you choose a good topic. Your Interests Since photography is a wide field, you can’t be genuinely interested in all its rich diversity. Therefore, choose a topic that resonates with your passion, for instance, street or family photography.  Narrow Your Topic Narrow all potential argumentative photo essay topics to enable you to discuss them fully. Otherwise, an overly general topic will give you difficulties because you might not exhaust it within your assignment’s word count.  Your Audience’s Interests  Lastly, all potential photo essay ideas should align with your target readers. Write about something your readers can and want to read about.  Top Family Photo Essay Topics Don’t struggle again to find good topics for your family photography essay. Here are great photo essay ideas for high school students .  The best sites for family photography. Blunders to avoid when shooting family photos. Strategies to make family photographing more fun. Using family photo sessions to create lasting memories. How to use family photographs to deepen family bonds?  The history of family photography. Trends in family photography. Insights for managing children during family photoshoots.  Shooting family photos in the home. How to shoot family photos during vacation. A Day in the Life Photo Essay Topics Do you want topics for photo essay regarding the life of an individual? Here are photo essay ideas to give you a good head start. Insights to do better a day in the life photos. Planning for a day in the life of photography. Managing settings when shooting photos. A day in the life of a student at home. A day in the life of a student at school. A day in the life of a working mom. A day in the life of a stay-at-home mother. A day in the life of a teacher. A day in the life of a rural farmer. A day in the life of a CEO. 10 Street Style Photo Essay Topics Taking photos in the streets can be challenging. Do you want easy photo essay ideas to guide you in your essay? Here are photo essay topic ideas for your inspiration.  Privacy and photography in public places. Mastering street-style photos at night. Discuss different types of street photography. Mastering the art of documentary street photography. Strategies for improving urban landscape photography. Avoiding distractions in street photography. Tips on how to master street photography angles. Capturing gestures in street photos. Posing ideas for better street photographs. Blunders to avoid when capturing photos in the streets. 10 Architectural Photo Essay Topics Finding suitable photo essay topics for students who want to write about architectural photography is easy. Here are photo essay ideas to inspire you.  Challenges facing architectural photography. The history of architectural photography. How is AI transforming architectural photography? Trends in architectural photography. Mistakes to avoid in architectural photography. How to sharpen your architectural photography skills?  Technologies that are transforming architectural photography. Comparing and contrasting architectural photography with other genres. Strategies for a successful career as an architectural photographer.  Mastering camera settings for better architectural photography.  Top History of Photography Culture Photo Essay Topics Do you want photography essay topics related to photography history? Below are sample ideas for photo essays to jump-start your next assignment.  Photography: Exploring a rich cultural history. Understanding the history of war photography. Exploring color photography and its history. Tracking social documentary photography then and now. Reliving the great depression in photos. How has the invention of the first camera changed the world? How has the invention of digital cameras changed photography? Top ways portrayal of war has impacted on modern photography. Photo Essay Example So far, we’ve discussed ideas and shared sample topics. Below is an excerpt from a model essay to inspire you. Ethics and Photo Manipulation It’s critical to Identify the main factors that influence young readers’ acceptance of digital news photo manipulation. Thus, it’s critical to discuss digital ethics related to photo manipulation in the digital era.  Specifically, people need to understand and examine what affects young readers’ rejection or acceptance of digitally altered news images. A few key influencers in readers’ choices have been identified.   First, the perceived prevalence of photo manipulation affects the reader’s decision to reject or accept an altered news image. Second, media credibility determines whether readers accept or reject manipulated news photos. Third, personal Photoshop usage and knowledge also influence non-professional standards that make readers accept or reject altered photos. (Yao, Perlmutter and Liu 124)  Let’s Help You With Your Photo Essay Today  Getting the right ideas for photo essays is a strong starting point for students who want to score high grades on their assignments. Therefore, we provided you with the best photography essay ideas to inspire your future assignments. You are free to contact us if you need further academic assistance with your assignments. I Want to Write My Essay, But I Can’t Figure Out How Essay professor: meaning, what you need & more + examples. Discrimination Essay In A Nutshell 299 IMAGES How to Succeed at Writing in University 19+ Essay Templates in PDF FREE 7+ Academic Essay Samples in MS Word IB Extended Essay Guide: Topics and Tips College Essay Essay Grading Rubric Esl VIDEO Trying to write a uni essay… 10 TIPS FOR EVERYONE #essaywriting #essay #exams COMMENTS Instant Essay Grader for College & Uni Students At the end of the rating your essay, it will be graded. For instance: "Grade 81 B" or "Grade 97 A". It is proved: students, regularly using the smart checker of paper rater or an essay grader, show the better results in their education. University students ought to possess certain skills to get grades they need in their classes. Is it true that scores > 80% are effectively unachievable in the UK? In a test you need a mix so you can grade everyone reasonably well. My first maths tests at university were enough hard questions to fill the whole time, enough medium questions to fill the whole time, and enough easier questions to fill the whole time, so doing everything was physically impossible. With one exception, nobody scored more than ... Understanding grades Upper Second-Class Honours (2:1, 2.i) (60-70%) Lower Second-Class Honours (2:2, 2.ii) (50-60%) Third-Class Honours (Third or 3rd) (40-50%) Visit the Regulations for further information on degree classifications. In your first year at university, achieving a grade of 50% or more is a good thing. You can build on your work and improve as you work ... PDF The University of Manchester Standard Marking System for Undergraduate Assessment in this context is the process by which a piece of work is assigned a mark in a manner that is consistent across units, levels and programmes of study. All feedback that is based on marked work, or at least includes an element of marking, must use the University Standard Marking System to ensure clarity of understanding by students. How does the UK University Grading System Work? The boundaries for these may vary depending on your university, however the common boundaries are shown below. Distinction: much like a First at undergraduate level, a Distinction is awarded when you achieve a percentage grade of 70% and above. Merit: you'll be awarded a Merit if you achieve a grade average between 60-69%. The Grading System at UK Universities The UK university grading system is based on a numerical scale, typically ranging from 0 to 100 or 0 to 70. The grading system varies slightly between universities, but generally, a score of 70 or above is considered a First-class Honours degree, 60-69 is an Upper Second-class Honours degree, 50-59 is a Lower Second-class Honours degree, 40-49 ... The UK university grading system explained This article about how the UK university grading system was updated by the Great British Mag content team on 5 September, 2019. The UK grading system is not terribly different to the grading systems in China, India, USA or the EU. The top grades go to the people who excel and get very high percentages and the pass grades are given to anyone who manages to achieve the minimum grade percentage ... Understanding the Undergraduate Grading System in the UK Updated to include 21/22 HESA Qualifying Rates. The British undergraduate degree classification system is a university grading scheme for undergraduate degrees (bachelor's degrees and integrated master's degrees) in the UK. It has been applied in other countries, with slight variations. When applying to study for an undergraduate degree in the ... University Grade Calculator In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results. How Does the University Grading System Work in the UK? In the UK university grading system, the higher your percentage, the higher your grade, with each degree classification having its own clear boundaries. Here is how the current grade boundaries are set for most UK universities: ★ First-Class Honours (1st) - 70% - 100%. ★ Upper Second-Class Honours (2:1) - 60% - 69%. Grades in essay writing and term paper results There are two systems of essay grades commonly used in further and higher education [in the UK]. One is the numerical percentages system of grades (from 0 up to 100) and the other is the alphabetical letter system (from A to E, F, and G). ... (III) or pass mark in the traditional university system. 11. Work which scrapes through the pass mark ... Essay and dissertation writing skills A PDF providing further guidance on writing science essays for tutorials is available to download.. Short videos to support your essay writing skills. There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing ... The University Grading System Explained Merit. 2:2. 50- 59%. Pass. 3rd. 40- 49%. Fail. Continue reading for more information about the different grading systems used for undergraduate degrees, master's degrees and PhDs. This article is great for you if you want to study at university or if you're simply interested. How the University works out your degree award There are some instances where they can show discretion: If a student's work is close to grade boundaries - they review students marks across all of their credit-bearing modules and have the discretion to grant a higher award. The discretionary zone is normally 2 marks from the classification boundary. They consider the impact of personal ... How to write a first-class essay and ace your degree A first-class essay sets out its intentions (its own criteria for success) explicitly. By the end of your first couple of paragraphs, your reader should know (a) what you are hoping to accomplish, and (b) how you plan on accomplishing it. Your central argument - or thesis - shapes everything else about your essay. Grading A passable answer which understands the question to a degree and displays some academic learning. An essay in this band is likely to exhibit a number of the following features: Should display basic knowledge but may have significant factual inaccuracies and omissions. It may lack clarity of structure and show poor logical development of arguments. UK Grading System 2022 Following the completion of compulsory education, British students must undertake their GCSE exams to assess their learning progress up to that stage. There are two GCSE grading systems applied in the UK. As of 2018, GCSE grades in England are indicated by numbers from 1 to 9. On the other hand, in the old GCSE system used in Wales and Northern ... Free Online Paper and Essay Checker PaperRater's online essay checker is built for easy access and straightforward use. Get quick results and reports to turn in assignments and essays on time. 2. Advanced Checks. Experience in-depth analysis and detect even the most subtle errors with PaperRater's comprehensive essay checker and grader. 3. GradeCalc Calculate your grades, the easy way! 6,387,630 calculations and counting! Trusted by thousands of students. Calculate your weighted grades and classifications. Save your grades for later. Work out if your on track for the grades you want. Share your grades with others. Calculate your module, year, undergraduate, master's and integrated master's ... Grade Calculator 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. The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points. University Marks I have read about University Grading via books and about the necessarily quality of a piece of coursework to achieve such a grade of 80-90% - publishable standard. But I wanted confirmation from students as to whether this is true, and what they did to achieve such a grade - For example, hours spent on a 2000 word essay, from the very ... What is the university grading system? apotoftea. 19. A first equates to the student having an average of over 70%. An upper second (2:1) is between 60% and 69%. A lower second (2:2) is between 50% and 59%. A third is between 40% and 49%. Although the third can vary depending on what the university pass mark is. If you had an average of under 40% you would have failed. 5 Ways to Make Your Scholarship Essay Stand Out Start writing essays early to allow time for research and editing. Grab the reader's attention immediately with a compelling story. Answer questions directly with sound grammar and style. With so ... Degree Essay Grades The trouble is. To people who aren't necessarily 'exceptionally' smart, i.e. people who will aim and get 1sts the whole time. A 2.1 is a really good result, they get a 2.1 in the end of the degree they will be happy. If you get a 2.2 your a fail in a way, kinda getting close to a worthless degree. 9 in 10 AI-produced essays fooling university professors, study ... The grades of the AI-produced essays were on average half a grade higher than those written by humans, according to the study. There was an 83% chance the AI submissions would outperform human ... PROOF POINTS: Asian American students lose more points in an AI essay A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that AI essay grades were just as frequently too high as they were too low. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity. How to Apply If you are homeschooled or attend a high school that does not provide grades, an ACT/SAT test score is required. Sending your test scores. If you do choose to submit a test score, you can have your official score report sent to us at [email protected], or mark CMU as a recipient on your exam with the following codes: SAT code: 1106; ACT code: 1973 Targgart and Essayi Earn CSC Academic All-America Honors COLUMBIA, S.C. (July 10, 2024) - A pair of South Carolina men's track & field student-athletes have been named to the College Sports Communicators Academic All-America squad. Dylan Targgart was named to the First Team, while Anass Essayi was placed on the Second Team. In addition, Targgart was honored as the Division I Academic All-America Team Member of the Year for the entirety of men ... 50+ Best Photo Essay Topics for Your Next Essay Here are sample photography essay topics to inspire you. We'll make that grade! Services. Assignment; ... Getting the right ideas for photo essays is a strong starting point for students who want to score high grades on their ... Need an expert to proofread your paper according to college/university guidelines and existing educational standards Teachers Use AI to Grade Papers. Is It Any Good? That Essay Got a B+. An AI Bot Graded It. Programs can give students feedback faster than teachers, but some critics say AI shouldn't be used to grade. By Sara Randazzo. assignment essay homework paper phd report resume review speech thesis