What do the Marks Mean?

Explanation of Degree Class

Standards

You may be used to getting marks or a grade for your work, but you may not be familiar with
the grading standards that we use for Law Degrees. This document is designed to help
explain to you what the degree standards mean, with guidance on what we expect in your
work for each classification.

This table is the university’s general descriptor of the Criteria used for grading qualitative
assessment

Result Broad Grade Aggregation Primary level descriptors for Honours

Descriptor Score attainment of intended Class
learning outcomes
Exemplary range and depth of
attainment of intended learning
A+ 24 outcomes, secured by discriminating
command of a comprehensive range
Pass Excellent A 21 of relevant materials & analyses, &
First
by deployment of considered
A– 18
judgement relating to key issues,
concepts & procedures

Conclusive attainment of virtually

B+ 17 all intended learning outcomes,
clearly grounded on a close
Upper
Pass Good B 16 familiarity with a wide range of
supporting evidence, constructively Second
B– 15 utilised to reveal appreciable depth
of understanding

Clear attainment of most of the

C+ 14 intended learning outcomes, some
more securely grasped than others, Lower
Pass Satisfactory C 13 resting on a circumscribed range of Second
evidence & displaying a variable
C– 12
depth of understanding

Acceptable attainment of intended

learning outcomes, displaying a
D+ 11 qualified familiarity with a
minimally sufficient range of
Pass Weak D 10 relevant materials, & a grasp of the
Third
analytical issues and concepts which
D– 9
is generally reasonable, albeit
insecure

Attainment deficient in respect of

specific intended learning outcomes,
Marginal with mixed evidence as to the depth
Fail F1 7 of knowledge and weak deployment
Fail
fail
of arguments or deficient
manipulations
Attainment of intended learning
outcomes appreciably deficient in
Fail Fail F2 4 critical respects, lacking secure basis Fail
in relevant factual & analytical
dimensions

Attainment of intended learning

outcomes appreciably deficient in
respect of nearly all intended
Fail Fail F3 2 learning outcomes, with irrelevant
Fail
use of materials and incomplete &
flawed explanation

No convincing evidence of
attainment of any intended learning
Very poor
Fail F4 0 outcomes, such treatment of the Fail
fail subject as is in evidence being
directionless and fragmentary

The following information is adapted from the Law Benchmark example of contemporary
guidance on, and of the characteristics seen as defining, levels of graduate achievement. It
corresponds closely to the guidance of 'class' characteristics distributed by most universities
in the UK.

First class (A+, A, A–)

A first class answer has a thoughtful structure, a clear message displaying personal reflection
informed by wider reading of articles and/or other commentaries and a good grasp of detail,
as evidenced by the choice of relevant examples which are well integrated into the answer's
structure and with no major errors or omissions.

First class answers are ones that are exceptionally good for an undergraduate and which
excel in a majority of the following:

• comprehensive and accurate coverage of the issues in question

• clarity of argument and expression;
• integration of a range of material, demonstrating a sound understanding of context
• evidence of wider reading;
• insight into the theoretical issues.

Excellence in one or more of these areas should be in addition to the qualities expected of
an upper second class answer. Although there is no expectation of originality of exposition
or treatment, a first class answer is generally expected to identify points rarely seen.

Upper Second class (B+, B, B–)

An upper second class answer generally shows a sound understanding of both the basic
principles and relevant details of the law, supported by examples which are demonstrably
well understood and which are presented in a coherent and logical fashion. The answer
should be well presented, display some analytical ability and contain few major errors or
omissions. Not necessarily excellent in any area.

Upper second class answers are clearly highly competent and typically possess the following
qualities:
• generally accurate and well-informed;
• reasonably comprehensive coverage of the issues in question
• well-organised and structured;
• evidence of general reading, demonstrating some understanding of context
• demonstrating a sound grasp of basic principles;
• demonstrating a good understanding of the relevant details;
• succinctly and cogently presented;
• displaying evidence of insight and analysis

One essential aspect of an upper second class answer is that it must have competently dealt
with the question asked by the examiner.

Lower Second class (C+, C, C–)

A lower second class answer generally shows an understanding of the basic principles and a
substantially accurate exposition of the main issues.

Lower second class answers display a level of competence, as indicated by the following
qualities:

• generally accurate;
• providing an adequate answer to the question based largely on textbooks and lecture
notes;
• clearly presented;
• mainly descriptive with little real development of arguments;
• may contain some major errors or omissions

Third class (D+, D, D–)

A third class answer generally shows a basic understanding of the main issues but is not
coherently or accurately presented.

Third class answers demonstrate some knowledge or understanding of the general area but
third class answers tend to be characterised by some of the following:

• descriptive only;
• do not answer the question directly;
• miss key points;
• contain important inaccuracies
• cover material sparsely
• assertions are not supported by authority or evidence

Fail (F1)

Can be condoned at the discretion of the Board of Examiners

Fail (F2, F3, F4)

The student does not meet the demands of the question or assignment set to any significant
extent. However, work contains some evidence of understanding of some aspects of the
topics.
The student produces work which is irrelevant and/or reveals a lack of knowledge, or
misconceptions, of key aspects of the course; or s/he produces work which cannot be judged
to be a serious effort to meet the demands of the questions or the assignments.

How do I work out my Overall Module Mark?

Your mark for each module is calculated using the aggregation score (out of 24) for each
element of the assessment being combined according to their set weighting. The weighting
for each exam answer and Coursework is set out in the Course Handbook for each Module.
The final overall aggregation score for each module is calculated to one decimal place. It is
this aggregations score which is used for degree classification purposes in Part II.

Example: Module assessment – 50% Coursework, 50% Examination (2 questions)

CW Mark: B-, Exam Marks Qu1: C+, Qu 2: B+

Assessment Aggregation Contribution to

Assessment Weighting Mark Assigned
Type Score Module Mean
Coursework CWA 50% B- 16 8 (0.5 x 16)
Exam Qu 1 Exam 25% C+ 14 3.5 (0.25 x 14)
Exam Qu 2 Exam 25% B+ 17 4.25 (0.25 x 17)
Module Mean 15.8 (15.75)

The Classification of each Module is defined as: First – 17.5 or above; Upper Second – 14.5 to
17.4; Lower Second – 11.5 to 14.4; and, Third – 9.0 to 11.4.
Module Classification Overall Aggregation Score
First Class 17.5 or above
Upper Second 14.5 to 17.4
Lower Second 11.5 to 14.4
Third Class 9.0 to 11.4