UMPI Final Course Grade Policy Document
REVISED 8-1-18

Proficiency Achievement	Course Letter Grade
Advanced Course Proficiency Student has submitted evidence of exceptional performance of critical knowledge and skill levels, including those identified in all course outcomes Earned by students who meet with conspicuous excellence every demand that can fairly be made by the course	A+
	A
	A-
Course Proficiency Student has submitted evidence of meeting expectations of critical knowledge and skills identified in critical and supplemental course outcomes Earned by students who add to the fundamental proficiency through evidence of attainment in categories such as the following: organization, accuracy, originality, understanding, insight.	B+
	B
	B-
Fundamental Course Proficiency Student has submitted evidence of meeting the minimum expectations identified in critical course outcomes Earned by students who submit evidence of limited experience in basic knowledge and skills associated with course outcomes	C+
	C
	C-
Failed to demonstrate fundamental proficiency within the course	F
Not Proficient Student earned additional time to demonstrate proficiency in a critical course outcome(s)	NP
Passed Student met minimal expectations of course outcomes	P
Incomplete	I
Student stopped attending, recorded as an F	L
Withdrawal	W

* institutional scale for programs, following any necessary weighting, and inclusion of other assessment evidence (i.e., dispositions).

Critical elements implied with this proposal:

• Weighting of outcomes
• Clear articulation of how instructor’s method of grading leads to final course grade (above)
• Use of rubrics that summatively describe course outcome proficiency levels
  • Summative rubrics developed for each primary course outcome using a 1-4 scale [3 designating proficiency] that aggregates all assessments assigned to the individual outcome
  • Each rubric weighted as deemed appropriate prior to final calculation
  • Final letter grade calculated by average of all course outcome rubric scores, following inclusion of other course assessments (i.e., dispositions)
• Clear and consistent articulation of measurable course outcomes
• Careful design of assessments/ clear alignment to course outcomes
• Awareness of specifically where and how assessments align to course outcomes
• Ongoing feedback to students regarding progress toward meeting course outcomes
• Programs using 1-4 scale practices currently would link to this final grade policy.