Grades, assessment and grading criteria

The instruction belongs to the following themes

By selecting a degree programme you are able to see the general content as well as the possible degree programme-specific content.

Grading scales

Completed studies are assessed on the following scale of 0–5:

  • 5 = Excellent
  • 4 = Very good
  • 3 = Good
  • 2 = Satisfactory
  • 1 = Passable
  • 0 = Fail

It may also be determined in the curricula of degree programmes that certain studies are graded on a pass–fail basis.

Written and oral skills in one of the national languages of Finland (i.e., the one that is not the student’s native language) are assessed using the grades good, satisfactory and fail. Other studies completed at the Language Centre are assessed on a pass–fail basis.

Bachelor’s and master’s theses are assessed on a scale of 0–5. This scale applies to the assessment of theses that are written in master’s programmes and have a scope of 30/20 cr. When assessing master’s theses that are based on the previous degree requirements and have a scope of 40/20 credits, the previously used scale is applied.

The grade for a module is determined on the basis of the grades of the courses to be incorporated into it so that each course is weighted in accordance with the number of credits awarded for it. When determining the module grade, only those completed studies that have been assessed on a scale of 0–5 will be taken into account. If more than half of the completed credits for a module have been assessed on a scale other than 0–5, the grade of pass will be assigned for the module.

Usually, modules will be compiled and their grades recorded when the student submits a graduation request in Sisu.

Doctoral and licentiate theses are assessed using the grades pass with distinction, pass and fail.

Assessment and competence-based curricula

Curricula must describe the methods and criteria used to assess courses and must set out the grading scale. When drawing up course descriptions for curricula, it is important to ensure that students have sufficient information on assessment criteria, that is, the competences, required for each grade. 

The basic starting points for planning assessment methods and criteria are the outcomes set for learning and competence. Successful assessment focuses on what students are expected to learn, know and be able to do, that is, how their learning is reflected in their performance.

Each student’s performance is assessed in relation to the learning outcomes and assessment criteria described in the curriculum, and the grade awarded does not depend on other students’ performance.

Students must always be treated equally in the assessment of their studies.

In accordance with the division of responsibilities pertaining to education quality assurance at the University, each teacher is responsible for the quality of their teaching and for the assessment of competence as part of their teaching duties.

Grading criteria

Grading criteria are the grounds applied by teachers to assess student learning in an examination. Grading criteria are closely connected to the course learning outcomes determined in the curriculum. Model answers are one form of grading criteria.

Students have the right to receive information on what grading criteria are used and how they have been applied. Please explore the regulations regarding grading and the announcement of examination results.