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DISSERTATION - ADULT NURSING

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• 2: Changes for 2023/24
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University home > Academic Quality and Policy Office > Assessment and Feedback > Regulations and Code of Practice for Taught Programmes > 15: Marking criteria and scales

15. Marking Criteria and Scales

15.1   Marking criteria are designed to help students know what is expected of them. Marking criteria differ from model answers and more prescriptive marking schemes which assign a fixed proportion of the assessment mark to particular knowledge, understanding and/or skills. The glossary  provides definitions for: marking criteria, marking scheme and model answer.

15.2   Where there is more than one marker for a particular assessment task, schools should take steps to ensure consistency of marking. Programme specific assessment criteria must be precise enough to ensure consistency of marking across candidates and markers, compatible with a proper exercise of academic judgment on the part of individual markers . 

15.3   Markers are encouraged to use pro forma in order to show how they have arrived at their decision. Comments provided on pro forma should help candidates, internal markers and moderators and external examiners to understand why a particular mark has been awarded.  Schools should agree, in advance of the assessment, whether internal moderators have access to the pro forma / mark sheets completed by the first marker before or after they mark a candidate’s work.

15.4   Detailed marking criteria for assessed group work, the assessment of class presentations, and self/peer (student) assessment must be established and made available to students and examiners.

15.5   In respect of group work, it is often desirable to award both a group and individual mark, to ensure individuals’ contributions to the task are acknowledged. The weighting of the group and individual mark and how the marks are combined should beset out in the unit specification .

University generic marking criteria

15.6   The common University generic marking criteria , set out in table 1, represent levels of attainment covering levels 4-7 of study. Establishing and applying criteria for assessment at level 8 should be managed by the school that owns the associated programme, in liaison with the faculty . A new level-specific University generic marking criteria ( UoB only ) has been agreed for introduction from 2024/25.

15.7   The common marking criteria are designed to be used for an individual piece of assessed student work. The descriptors give broad comparability of standards by level of study across all programmes as well as level of performance across the University. They reflect the QAA Framework for Higher Education Qualifications but need to be benchmarked against subject specific criteria at the programme level.

15.8   Faculties, with their constituent schools, must establish appropriately specific and detailed marking criteria which are congruent with the University-level criteria and, if appropriate, the level of study. All forms of programme-specific marking criteria must be approved by the Faculty .

Marking scales

15.9      Assessment must be marked and returned as an integer using one of the sanctioned marking scales, as follows:

•            0-100 marking scale
•            0-20 marking scale

or using a pass/fail marking scheme (see 10.33).

Any mark on the chosen marking scale can be used.

A five-point A-E marking scale is only available for programmes in the School of Education.

Standard setting in marking is permitted in programmes where it is a professional accreditation requirement.

15.10   Schools should utilise the marking scale that is best suited to the form of assessment. This and the marking criteria for the assessment should be established prior to its commencement.

15.11    Where the averaging of different component marks within an assessment or the outcome of two markers creates an assessment mark with a decimal point, markers should reconcile any significant difference in marks and make a deliberate academic decision as to the exact mark on the scale that should be awarded. Otherwise the mark will be rounded to the nearest integer and returned (if on the 0-20 marking scale, then this should take place before converting to a mark on the 0-100 scale).

Exceptions to the sanctioned marking scales

15.12   Highly structured assessments that are scored out of a total number less than 100 may be utilised where each mark can be justified in relation to those marks neighbouring it. In these cases, the mark must be translated onto the 0-100 point scale, mapped against the relevant marking criteria, and students informed of the use of this method in advance of the assessment in the appropriate medium (e.g. on Blackboard).

Reaching the ‘Unit Mark’ (see also Sections 29 and 37 )

15.13    Marks gauged on the 0-20 scale should be translated to a point on the 0-100 scale before entry into the VLE to calculate the overall unit mark for the purposes of progression and classification (see table 2 ).

15.14   The 0-20 point scale is a non-linear ordinal scale; for example, a mark on the 0-20 point scale IS NOT equivalent to a percentage arrived at by multiplying the mark by 5. Table 2 provides an equivalence relationship between the scales to enable the aggregation of marks from different assessment events to provide the overall unit mark which will be a percentage. This is illustrated below for a notional unit.

In this example, the MCQ uses all points on the 0-100 scale whereas all the other assessments use the 0-20 point scale .

To achieve the final unit mark each component mark needs to be adjusted as:

15.15      The overall unit mark must be expressed as a percentage as the University’s degree classification methodology is based on the percentage scale.

15.16       The final programme or taught component mark will be calculated by applying the agreed algorithm to the unit marks (see sections 32 and 39 ).

  TABLE 1:   Generic Marking Criteria mapped against the three marking scales

  TABLE 2: Relationship between the three marking scales

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Masters degree grades.

A typical masters degree will be graded using four terms:

• Distinction: a final grade of 70% or above
• Merit: a final grade of 60-69%
• Pass: a final grade of 50-59%
• Borderline pass/fail: a final grade of 40-49%

In the UK, masters degrees are usually graded in a different way to bachelors degrees, with the system being Distinction, Merit and Pass rather than 1st, 2.1, 2.2 and 3rd.

This table illustrates approximately how the two different grading systems can be compared:

However, although masters degree grades are usually different to undergraduate degree grades, this does depends on what masters course you are studying. Here, we’ll look at the most common three:

Integrated masters degree grades

An integrated masters is one that follows directly on from your undergraduate course. This is most common in the sciences , where you apply for a four year course in your chosen subject and then in your second year make a decision on whether to follow the path to a BSc or to an MChem, MPhys, etc.

This is graded like an undergraduate degree, in that the classification you receive will be either;

First (1st);

Second class honours upper division (2.1);

Second class honours lower division (2.2);

Third (3rd) or;

In these cases, the later stages of study are weighted more than the earlier.

Standalone masters degree grades

Taught masters degree.

Taught masters degrees require 180 credits worth of work, made of a combination of taught modules, projects and a dissertation. The individual masters modules are usually worth between 10 and 30 credits each, depending on their length and the amount of assessment required. In some cases taught masters are merely graded as a pass or fail, but commonly taught masters degree grades are fail, pass, merit (or credit) and distinction. The boundaries for this are usually 50% for a pass, 60% for a merit and 70% for a distinction, as the above table illustrates. This masters degree grading system will be covered in greater detail later. 

Masters degree by research

A masters by research (an MPhil or MRes, and sometimes MLitt) is usually graded as pass or fail, with occasional universities offering distinction as a classification as well.

Masters grading system in the UK

The final masters grade is based on a ‘weighted’ score. For an integrated masters, this means your marks in your final two years are worth more than in your first two. 

On other masters courses , it can depend on which proportion of the mark is made up by taught aspects or research aspects. In general though, as well as having to aim for a certain weighted average, you also need to have marks within a certain range. Generally, this means for a pass, no marks under 40; a merit, none below 50; and for a distinction, none below 60.

If your course involves a dissertation, the mark that you achieve for this will also impact your final masters grade. Often, to achieve a certain classification, you are required to achieve that mark as minimum on your dissertation, for example, for a merit, your dissertation needs to score 60 or above, and for a distinction, 70 or above. If this sounds intimidating, try not to worry, we have plenty of helpful advice for you from writing your dissertation proposal to various ways to avoid dissertation drama .

Whilst these classifications are pretty much standard, they do vary between courses as well as between universities, so do check out your particular university and find out how it works out its masters degree grades. Some universities, whilst sticking to the pass/merit/distinction boundaries for their final grades, may use a variety of ways to mark your work throughout the year – percentages, letter grades (A, B, C, etc), so do make sure you know how it all adds up!

Also, remember that university guidelines, whilst strict, do have an element of leniency. Often there is a boundary (commonly 2% under) that if your final average is in, you may be able to persuade yourself up a class! This is most common if you excelled on your dissertation, but perhaps were let down by an earlier taught module. So don’t be afraid to ask.

Pass, merit and distinction

As an estimate of what quality of work you’re looking for, take a look at some example guidelines below:

Again, these are general guidelines, and looking at your particular university will give you much more specific information on their masters grades. If it all looks a bit much, don’t worry – we have a guide on how to get a first class postgraduate degree here .

You may have noticed that, despite the official classifications being distinction, merit and pass, that there is a tendency towards continuing with undergraduate language. This is because they roughly match up –  a first is roughly a distinction, a second class honours, upper division a merit, and a second class honours, lower division a pass. This can be helpful to bear in mind when thinking about masters degree grades, as, after all by this stage you should have a great understanding of how the undergraduate system works!

Masters degree assessments

Masters degrees are assessed in various different ways to determine the student’s overall grade – methods of assessment can include coursework , essays , presentations and exams . These will all be used to evaluate the masters student understanding of their core subject. Practical placements and internships may also contribute to the masters degree grading in certain subjects.

Assessment weighting is likely to differ for each module of the course, which means that some assessments may carry different significance than others. For instance, a module might comprise an exam and coursework, each contributing 50% to the final grade. In such a scenario, if a student scored 65% in the exam and 55% in the coursework, the module's final grade would be 60%. In other modules the overall assessment could be a smaller proportion of the final masters degree grade.

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How can you get a distinction in your masters degree?

1.  High academic standards throughout – aim to achieve consistently high grades across all modules and assessments from the very start and strive to excel in all aspects of your academic work. Make sure you produce high-quality coursework assignments, essays, reports and projects that all demonstrate critical thinking, originality and depth of analysis.

2.  Engagement and participation – actively participate in class discussions, seminars and group projects. Engage with course materials beyond the required readings to ensure you to gain a thorough understanding of the subject matter.

3.  Conduct independent research – be sure to conduct independent research and produce original research papers or a dissertation that contributes new insights to your chosen field.

4.  Networking and collaboration – try and build professional relationships with faculty members, fellow students and professionals in your field. You can do this by collaborating on research projects, attending conferences and engaging in academic and professional networking opportunities.

5.  Feedback and improvement – actively seek feedback from your supervisors and lecturers, as well your peers, then incorporate their suggestions for improvement into your work.

6.  Demonstrate leadership and initiative – take on leadership roles in group projects and participate in relevant extracurricular activities. Show initiative in pursuing opportunities for professional development, internships and/or research grants.

7.  Be organised and manage time effectively – develop strong organisational and time-management skills, prioritising tasks and ensuring you allocate sufficient time for studying, research and preparation.

What if you are failing your masters degree?

1. Retake a module to bring your masters grades up

As previously discussed, a masters degree is divided up into several modules, which are usually are worth between 10 and 30 credits each. If you’ve only failed one or two modules there is likely to be the opportunity to re-sit some assessments within these modules to increase your overall masters grade.

2. Revise your dissertation to improve your grades

 If you fail your dissertation, contact your supervisor to see if you can submit a revised version later in the year. If this is allowed it could be enough to raise your overall masters degree grade.

3. Switch to a Postgrad Certificate or a Postgrad Diploma

If your masters program is going completely wrong and you are almost certainly going to fail, there may still be a chance of you achieving a different postgraduate qualification, for example a Postgraduate Certificate or Postgraduate Diploma . These PG qualifications require less credits to complete than a masters degree, and by achieving one of these you can rest assured that your postgraduate studies were not in vain!

4. Re-sit exams or extend deadlines for extenuating circumstances

If your academic achievement (or lack of it) has been affected by extenuating circumstances – such as illness or bereavement – speak to your supervisor as soon as possible as they may allow you to submit your dissertation at a later date or re-sit some exams before submitting your work to the official examining board.

5. Submit an appeal for a remark

Finally, if you feel that the official examining board’s grade is an unfair reflection of your work, you may be able to submit an appeal for a remark.

Questions about the masters grading system

How are masters degrees graded in the uk.

Everything at masters level is double-blind marked, so two of your lecturers or tutors will mark your work and then agree on the grade between them. It depends on the assignment and how it is presented as a piece of work, as an essay or an exam will be marked differently from a presentation.

Is a masters grade the same around the world?

A masters degree has the same weighting across Europe as European universities have agreed that all university qualifications are worth the same number of credits. This means that the qualifications are transferable all over Europe . Generally, the same can be said for many other countries, especially in the English-speaking world, but if you are planning on continuing your education in another country, you should check with the institution you are planning on attending with regards to the transferability of your qualifications. See the section below for further information about how the grading systems work in the United States and Europe.

Do grades matter at masters level?

At postgraduate level, there is more emphasis on the content of your essays and research rather than on the masters grades you received. If you are planning on moving into a specific field of work after you graduate, then you should ensure that the modules you study and essays you write are all geared towards that field. The only time the grade truly matters is if you are considering a PhD after completing the masters program. However, showing that you have improved your skills across the course is just as important as getting the best grades right from the start.

What else is important?

Once you get into searching for a job you will quickly realise that extra-curricular activities and work experience are just as important as your masters grades, as is trying to meet the right people through networking. Showing you can work efficiently and are a self-reliant person is an important addition to your CV.

How many people have a masters degree in the US?

Here’s a table showing the percentage of adults over the age of 25 with a masters degree in the United States.

Masters grading in other countries

Masters grades are calculated differently across the world – here is a brief overview on the grading systems used in the United States and Europe.

Masters degree grades in the USA

In the United States, universities employ the Grade Point Average (GPA) system to evaluate students' academic performance in masters degrees. Under this system, students receive a grade on a four-point decimal scale for each assignment or assessment they complete. The accumulated points from all coursework are then added up and divided by the number of courses or assessments completed, and this gives the final GPA score. Unlike grading methods in other countries, the GPA system calculates the final grade continuously as students progress through their course. While the highest GPA score achievable is 4.0, maintaining such a perfect score throughout a full masters degree program is very difficult. Typically, a GPA of 3.67 or higher in a masters program is considered equivalent to achieving a Distinction in the UK.

Masters degree grades in Europe

Most universities in Europe use the European Credit Transfer and Accumulation System (ECTS) for masters degree grading. The ECTS assigns values to courses and/or modules, and each course has clearly defined learning outcomes and grades available. Although HEIs in different European countries use different grading systems, the ECTS facilitates the portability of academic qualifications, enabling credits to be easily transferred between institutions and countries within the European Higher Education Area (EHEA) if the student moves between institutions, for example if they are on the Erasmus scheme.

Related articles

What Is A Masters Degree?

Postgraduate Taught vs Research Masters

What Is A GPA?

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Award boards and results publication dates

View results publication dates for undergraduate and postgraduate award boards.

An Award Board is a group of academics responsible for confirming eligibility for progression or graduation within the School. They consider the student's academic profile which may include marks, penalties for academic misconduct, student's circumstances and whether a student can enrol in more courses. The decisions made by an Award Board are based on the academic regulations  and are overseen by an external examiner to ensure fairness. 

Please note: These dates relate to award boards held on the main UWE Bristol campuses: Frenchay Campus, City Campus (Arnolfini, Bower Ashton Campus, Spike Island, Watershed), Glenside Campus.

Results publication dates

Undergraduate dates

We will endeavour to publish your results as early as possible on the day of release, however, please be aware that on occasion delays can happen. We know how important your results are to you and will always publish them as soon as we can.

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School of Social Sciences

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University Grade Calculator

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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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English and Comparative Literary Studies

Ma marking conventions and criteria.

Essays are double-marked. Students will normally receive feedback from the markers and the agreed mark. Comments will be returned via Tabula, the University’s online submission system. Students may wish to ask their tutor to discuss feedback with them. Markers have twenty working days from the original submission deadline to return feedback and marks to students.

In marking, examiners will reward cogency of argument, the use of appropriate material, stylistic excellence and good presentation. Candidates must also satisfy examiners that they have carried out the work required by the module. All essays are marked by two members of staff. You will receive feedback from the first marker, and the agreed final mark. All marks awarded by examiners are provisional, until confirmed by the Exam Board in October. The pass mark for the MA in English is 50, with a Merit being marked at 60 or more and a Distinction being marked at 70 or more.

Marking descriptors are as follows:

80+: (Distinction) : Work which, over and above possessing all the qualities of the 70-79 mark range, indicates a fruitful new approach to the material studied, represents an advance in scholarship or is judged by the examiners to be of a standard publishable in a peer-reviewed publication.

70-79: (Distinction) : Methodologically sophisticated, intelligently argued, with some evidence of genuine originality in analysis or approach. Impressive command of the critical / historiographical/theoretical field, and an ability to situate the topic within it, and to modify or challenge received interpretations where appropriate. Excellent deployment of a substantial body of primary material/texts to advance the argument. Well structured, very well written, with proper referencing and extensive bibliography.

60-69 (Merit) : Well organised and effectively argued, analytical in approach, showing a sound grasp of the critical/historiographical/theoretical field. Demonstrates an ability to draw upon a fairly substantial body of primary material, and to relate this in an illuminating way to the issues under discussion. Generally well written, with a clear sequence of arguments, and satisfactory referencing and bibliography.

50-59 (Pass) : A lower level of attainment than work marked in the range 60-69, but demonstrating some awareness of the general critical/historiographical/theoretical field. Mainly descriptive or narrative, rather than analytical, in approach. An overall grasp of the subject matter, with, perhaps, a few areas of confusion or gaps in factual or conceptual understanding of the material. Demonstrates an ability to draw upon a reasonable range of primary material, and relate it accurately to the issues under discussion. Clearly written, with adequate referencing and bibliography.

40-49 (Fail/Diploma) : This work is inadequate for an MA award, but may be acceptable for a Postgraduate Diploma. Significant elements of confusion in the framing and execution of the response to the question. Simple, coherent and solid answers, but mainly descriptive or narrative in approach. Relevant, but not extensive deployment of primary material in relation to the issues under discussion. Occasional tendency to derivativeness either by paraphrase or direct quotation of secondary sources. Some attempt to meet requirements for referencing and bibliography.

39-(Fail) : Work inadequate for an MA or Diploma award. Poorly argued, written and presented. Conceptual confusion throughout, and demonstrates no knowledge of the critical/ historiographical/theoretical field. Failure to address the issues raised by the question, derivative, very insubstantial or very poor or limited deployment of primary material.

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