Guidelines and Templates for Grading Criteria used in ... - BIG

Guidelines and Templates for Grading Criteria used in Undergraduate
Education in Biology (approved by the BIG Board, 13 June 2007)
Guidelines from the Vice-Chancellor and the Faculty
The Vice-Chancellor issued guidelines for expected learning outcomes, grading criteria and a
grading scale in June 2006. These have been published in the Stockholm University rulebook.
The Faculty Sub-Committee for Undergraduate Education approved recommendations for the
formulation of grading criteria during the spring of 2007. These have been published on the
faculty website.
These guidelines and recommendations make it clear that written grading criteria are to be
drawn up for all courses or parts of a course that are subject to grading. These criteria are to
cover a scale with seven levels. Grading criteria are to be drawn up also for courses and parts
of a course that are to be assessed solely as “Passed” or “Failed”. Such parts may not
contribute more than half of any course.
The grading criteria are to be distributed at the start of the course.
The grading criteria are to be related to the learning outcomes and forms of examination that
are laid down in the relevant curriculum. The curriculum is also to state the parts into which
the course has been divided, if any, and it is to state the grading scale that is to be used for the
various parts.
The grading levels are usually described in the curricula using the following terms: 1
A = excellent
B = very good
C = good
D = satisfactory
E = pass
Fx = fail
F = fail
1 Translator's note: There may be official translations of the seven Swedish terms, used throughout the
university. If so, I don't know what these are. I've translated the Swedish terms into what I consider to be
acceptable English terms. The difference between Fx and F is particularly irking: I did consider using "Fail" for
Fx and "Dismal failure" for F, but in the end decided against this.

BIG’s Guidelines
• Grading criteria are to be drawn up by the teacher responsible for the course in
collaboration with the director of studies.
• A student must achieve pass grades for all parts of a course, in order to pass the course
as a whole. If a course consists of several parts that are individually assessed on a
seven-point scale, the overall grade for the course is to be set as specified by the rules
in Appendix 1.
• In cases in which the performance of students is measured as points, the lower limits
for the various grades will be as follows (expressed as percentages of the maximum
points available):
A 95 %
B 85 %
C 75 %
D 65 %
E 60 %
Fx 50 %
F below 50 %
• Both Fx and F are “Fail”, and the student must resit the complete examination. This
means, therefore, that the grade Fx is not to be regarded as “Approved, subject to
supplementary work”. The concept of “supplementing” a grade is not to be used
except in exceptional cases where exceptional cause can be shown.
• BIG has published some templates for grading criteria (Appendix 2). These templates
are intended to be used for different types of course and different types of form of
examination. Template 1 is intended to be used for such practical laboratory exercises
that are to be assessed solely as “Pass” or “Fail”. Template 2 is intended to be used for
undergraduate courses that are examined in the form of a written examination.
Template 3 is intended to be used in various course parts that are examined by oral
and written presentation, such as, for example, a student’s individual work, project
work, essays and seminars. The template is not intended for use with undergraduate
project work or equivalent independent work. It is intended that the templates function
as aids and as sources of inspiration, and they can thus be modified or supplemented
with criteria that are specific for a particular subject. It is also permissible to formulate
grading criteria in other ways.
• Template 4 is intended to be used for undergraduate project work or equivalent
independent work. This template is more prescriptive that the other templates, since
the eight assessment grounds that are specified have been determined by the faculty.
They may not be changed. BIG has appointed a working group that is to draw up
proposed common guidelines for the weighting of the assessment grounds during the
autumn term of 2007. Until these common guidelines have been published, each
individual department within HUFO must determine how the assessment grounds are
to be weighted for the degree projects that are to commence in the autumn term of
2007.

Appendix 1
Rules for Overall Course Grades
If the course contains two parts that are approximately of the same magnitude, each of which
is graded on a seven-point scale:
• If the grades for the two parts differ by one point on the scale, the course grade will be
the lower of the two. For example: A and B correspond to B, B and C correspond to
C.
• If the grades for the two parts differ by two points on the scale, the course grade will
be the grade that lies between the two. For example: A and C correspond to B, B and
D correspond to C.
• If the grades for the two parts differ by three points on the scale, the course grade will
be one point on the scale above the lower of the two. For example: A and D
correspond to C, B and E correspond to D.
• If the grades for the two parts differ by four points on the scale, the course grade will
be two points on the scale above the lower of the two, thus A and E correspond to C.
If the parts that are to be graded are of unequal magnitude, the grading criteria must make it
clear how they are to be weighted when the course grade is awarded.

Appendix 2
Template 1: Grading criteria for practical laboratory exercises (two-point grading scale)
In order to pass the practical laboratory exercises that are part of the course, you must
individually/in a group of size X carry out and subsequently present individually/in a group of
size X all of/the following laboratory exercises. The presentation is to be written in
Swedish/English and is to have the following structure, unless otherwise specified.
Title
Introduction
Describe briefly and clearly the aim of the exercise, and describe the theoretical background.
Materials and methods
Summarise what you have done (without simply reproducing large parts of the lab
instructions). Specify clearly any deviations from the lab instructions. Feel free to supplement
the text with figures and flow diagrams.
Results
Raw data is to be presented in tables such that it is easy to gain an overview. Each table is to
have a title, and it is to be clear what the rows and columns of the table present. Large
quantities of raw data may be presented as an appendix. Calculations are to be presented such
that each step is clear, and such that the calculation is easy to follow for the person assessing
the report. The results of the calculations are to be clearly presented. Any graphs included
must be attractively drawn, and the axes labelled with the correct units.
Discussion
Summarise and interpret the results that have been presented in the preceding section.
Conclusions must be clearly expressed and well-supported. Answer any questions that the lab
instructions pose. If the results deviate from those expected, the reasons for this must be
discussed and possible sources of error must be described.
References
References are to be given if they lie outside of the lab instructions or the compulsory course
literature.
General information
It is preferred that the report is written on a computer. If this is not the case, it must be written
with tidy and easy-to-read handwriting. Write the report as running text with complete
sentences, and make every effort to use a clear, correct and objective language. Avoid using
informal language and laboratory jargon. Check the spelling carefully! Follow the rules laid
down for nomenclature (the scientific names of organisms) and other scientific terminology
(such as the names of genes and proteins).

Template 2: Grading criteria for undergraduate courses that are examined by written
examination (seven-point grading scale)
This template can be used if the following preconditions are met:
• The course or the course part is relatively short and it is given at Basic level.
• One of the learning outcomes of the course or part of the course is that the student is to
be able to present factual knowledge within the subject.
• The course or the part of the course is examined by written examination.
• The examiner concludes that it is impossible to consider certain parts of the material
as more important than other parts.
Grading criteria
The grade A is awarded if the student has achieved at least 95% of the maximum points
available in the written examination.
The grade B is awarded if the student has achieved at least 85% of the maximum points
available in the written examination.
The grade C is awarded if the student has achieved at least 75% of the maximum points
available in the written examination.
The grade D is awarded if the student has achieved at least 65% of the maximum points
available in the written examination.
The grade E is awarded if the student has achieved at least 60% of the maximum points
available in the written examination.
The grade Fx is awarded if the student has achieved at least 50% of the maximum points
available in the written examination.
The grade F is awarded if the student has achieved less than 50% of the maximum points
available in the written examination.
This template is to be interpreted such that it is permitted to express the grading criteria solely
in quantitative terms for certain types of courses or parts of a course. Anyone who considers
themselves capable of drawing up more detailed criteria for this type of course is, of course,
free to do so.

Template 3: Grading criteria for individual student work that is to be examined by oral
and/or written presentation (seven-point grading scale)
This template can be used in the following cases:
• The course or the course part is given at Basic or Advanced level.
• One of the learning outcomes of the course or part of the course is that the student is to
be able to seek, evaluate, collate and present, either orally or in written form,
knowledge within the subject. Thus, the template is suitable for courses of parts of
courses of that are project work, individual work, essays, and seminars.
The grading criteria are described to different degrees of detail in a matrix (an example of
which is attached).
A freely chosen number of assessment fields is defined. A typical presentation is described
for each grading level and each assessment field. It must be made clear whether all
assessment areas are of equal significance for the grade. If this is not the case, the relative
weighting of the areas must be specified.
The grade for the course or part of course is determined through an overall consideration of
the different partial assessments. The following formulation should, therefore, be added to
the grading criteria: “The grade for a part of a course is based on an overall assessment that is
based on the partial assessments. The grading criteria are to be regarded as descriptions of
typical performance. It is the task of the examiner to decide whether particular strengths and
weaknesses compensate each other.”
If it is desired to express the assessment numerically, points can be given for the different
typical performances. Similarly, weighting factors can be set for the various assessment areas,
if these are to be weighted.
It should, however, be possible for a reasonably experienced teacher to make the assessment
just as well, without the use of these aids.
When creating the descriptions of typical performances, it is appropriate to describe the
minimum acceptable level (grade E) first, and then the best possible level (grade A). The
various levels are then to be described. The template allows a great deal of space for
variations with respect to such matters as the assessment area and the relative weighting of
these areas, and to the description of the typical performances.

Example of the use of grading criteria used with Template 3:
Provisional grading criteria for course part X, within course Y, G 00 ECTS credits.
Learning outcomes: It is expected that the student after taking this course will be able to seek,
evaluate, collate and present scientific information for a specified target group.
Grading criteria
Grade
A
Assessment areas
The content of
the essay
Excellent insight into the subject
(shows deep knowledge and a
very good grasp of the width of
the subject, all facts correct and
clearly presented).
Excellent references (at least 10
scientific articles, all fully
correctly referenced).
The design of
the essay
Excellent language skills (good
style, easy to read, stimulating
interest, essentially error-free
Swedish, pedantically
proof-read).
Excellent structure (wellconsidered
and logically
structured, clear headings, a
permeating theme).
The conduct of
the seminar
Excellent conduct (clear and
interesting presentation that
suggests a profound familiarity
with the subject, well-selected
and clear figures, excellent
planning of time).
B Very good … Very good … Very good …
C Good … Good … Good …
D Satisfactory … Satisfactory … Satisfactory …
E
Sufficient insight into the subject
(shows knowledge within certain
parts of the subject, facts correct
for the most part, and presented in
a reasonably understandable
manner).
Sufficient references (at least 3
scientific articles, mostly
correctly referenced).
Sufficiently good language
skills (several errors of
language and several written
faults, but the major part of the
text possible to understand).
Sufficiently good structure
(evidence of a considered
structure, but logical
shortcomings).
Sufficiently good conduct
(reasonably understandable
presentation that suggests
fundamental knowledge of parts
of the subject, figures
comprehensible for the most part,
reasonably accurate planning of
time).
Fx
Insufficient insight into the
subject (several clear errors or
failures of understanding, facts
presented in an unclear manner).
Insufficient references (fewer
than 3 scientific articles, only
partially correctly referenced).
Insufficient language skills
(difficult to understand parts of
the text, many language errors,
poor proof-reading).
Insufficient structure (not
thought through, logical
shortcomings).
Insufficient conduct (unclear
presentation, poor figures,
unrealistic planning of time).
F
Dismally insufficient insight into
the subject (many faults and
misunderstandings, confused
presentation).
Dismally insufficient references
(fewer than 3 scientific articles,
usually incorrectly referenced).
Dismally insufficient language
skills (difficult to understand
large parts of the text, many
language errors).
Dismally insufficient structure
(no logical order, confusing
structure).
Dismally insufficient conduct
(confusing structure that reveals
failures to understand and
shortcomings in knowledge about
the subject, no figures or poor
figures, dismally unrealistic
planning of time).
The grade for the part of the course is based on an overall assessment that is based on the partial assessments
described above. The contents of the essay has the greatest weight in the assessment, while the design of the
essay and the conduct of the seminar have equal weights. The grading criteria are to be regarded as descriptions
of typical performance. It is the task of the examiner to decide whether particular strengths and weaknesses
compensate each other.

Template 4: Grading criteria for undergraduate project work or equivalent
independent work
Assessment ground
Understanding of the task presented
Conduct of experiments, fieldwork, theoretical work
Knowledge of the theoretical background
Interpretation and analysis of results
Independence
Ability to keep to the schedule laid down
Presentation – oral presentation
Presentation – written presentation
Other aspects: give details
Points awarded
Maximum points available
Grade awarded
Weighting Assessment Weighted
factor (1-7) assessment
Explanations:
1 = fail
2 = fail
3 = pass
4 = satisfactory
5 = good
6 = very good
7 = excellent
The following is required for grade A:
The following is required for grade B:
The following is required for grade C:
The following is required for grade D:
The following is required for grade E:
The following is required for grade F:
Grade Fx corresponds to …
In order for the grade X to be awarded, it is required that the following assessment
criteria are achieved with minimum grade Y: