06_Assessment of Learning Achievements
Basic concept for the rigorous and appropriate assessment of academic results
February 20, 2014
Educational Affairs Committee, Kumamoto University
We aim to guarantee the quality of education provided by Kumamoto University and ensure the confidence of society by making a rigorous, objective, and fair academic assessment based on the attainment objectives of courses and the academic assessment methods and criteria specified in the syllabuses in advance.
2．Classification of academic assessment
(1) Academic assessment should be made on a five-point scale. When a student passes a course, an “excellent (90 to 100 points),” “very good (80 to 89 points),” “good (70 to 79 points),” or “fair (60 to 69 points)” mark should be given to him/her. Meanwhile, when a student fails to pass a course, a “failure (0 to 59 points)” mark should be given. However, if academic assessment cannot be made on a five-point scale due to the styles of classes (practice, laboratory practice, etc.) and the characteristics of courses (internships, etc.), academic assessment may be made in a flexible manner (e.g., simply “pass” or “failure”). (2) As for the classification of “excellent,” “very good,” “good,” and “fair,” special attention should be paid to prevent an extremely uneven distribution of academic results. In particular, the marks of “excellent” and “very good” should be given to less than 30% of all students. A rigorous, objective, and fair assessment of academic results is required to be carried out. (3) The criteria and methods for the academic assessment of common courses and courses in the same category (language courses, science fundamental courses, etc.) should be set after sufficient discussion between instructors concerned.
3．Public announcement of academic assessment methods
(1) The criteria and methods for academic assessment should be announced in the syllabus at the beginning of each academic year.
(2) Academic assessment should be made in a comprehensive manner based on not only the results of the term-end examination but also the results of mini tests, the submission of reports, and participation in discussions and classes. The proportion of individual assessment elements in academic assessment should be clarified (e.g., examination: 80%; discussion: 20%).
4．Explanation of the results of academic assessment
(1) As for the results of academic assessment, comments on examination results and model answers (excellent answers) should be provided at a review meeting, on the website, or by other means.
(2) Examination papers should be marked based on the marking criteria established in advance, and should be returned to students together with the marking criteria.
(3) Instructors (or their departments) are required to keep students’ examination papers (copies) for five years.
5．Share of GPA on a university-wide basis
Faculties and other organizations should carry out a rigorous and fair academic assessment, and make use of GPA as a criterion for measuring the academic abilities of students when they go on to higher level education or graduate from the university.
6．Acceptance of inquiries and questions about academic assessment
After the announcement of academic results, instructors should accept students’ inquiries and questions about academic assessment for a certain period of time, and sincerely respond to them.
7．Formal objection to academic assessment
If students do not accept the explanations of instructors about their inquiries and questions about academic assessment, they may make an objection to the academic assessment within a certain period of time set in advance. If they make an objection, they should submit a Written Objection against Academic Assessment (designated form) to the relevant department in charge of clerical work within the prescribed period, following the procedures set by the departments concerned.
Educational Affairs Support Section, Education Support Team, Academic Affairs Division, Student Affairs Department