exam and homework grades ucla

General Catalog

Options for Final Assessments and Grading

• December 02, 2022
• Instruction

To: Faculty  

What you need to know:

• Options for adjusting final assessments
• Information on submitting final grades
• Faculty obligations and discretion
• Grading graduate coursework

Dear Colleagues:

In the event that the UAW strike is not resolved before the end of the Fall term, we write to offer guidance about grading and final examinations.

The Academic Senate and faculty are not involved in the negotiations between the University of California administration and the union. However, instructors need to make decisions about evaluating student work and submitting grades in the current work environment. Messages about faculty rights and obligations may be challenging to reconcile, and students and instructors are relating to the strike in a variety of ways. In this context, we aim to clarify some options related to the evaluation and grading of coursework. At the end of this message are more specific details about graduate courses. We also refer you to  guidance from the UC Systemwide Academic Senate leadership (PDF) , which we recently circulated by email. Adjusting Final Assessments Students expect to be evaluated according to the methods announced in the syllabus. Under Senate regulations, instructors may neither cancel previously announced final assessments nor fundamentally change the method of final assessment (e.g., if the syllabus said an exam would be given, the final assessment must be an exam, not a research paper, and vice versa). However, instructors may alter form and content of the final assessment to reflect current circumstances. Options that instructors may consider, in their discretion, include:

(a)  Exam formats can be shifted to a shorter, more structured format (such as multiple choice) to facilitate student preparation and timely grading.

(b)  Instructors can use “no harm” exams, exam questions, papers, or other assessments that students may choose to opt out of. “No harm” means that the assessment only counts if it improves the student’s grade (otherwise the grade is based on previously submitted work). This option may reduce student stress and grading effort while still being fair to students seeking a chance to improve their grades.

(c)  Exams may be offered remotely rather than in person. Note that the following Senate regulation sentence remains suspended: “Final written examinations shall not exceed three hours’ duration and shall be given only at the times and places established by the departmental Chair and the Registrar.” This suspension gives instructors some flexibility about the time and place of a final written exam.

(d) A timed in-class exam may be replaced with a timed take-home exam that gives all students a total amount of time long enough to incorporate all time accommodations approved by the Center for Accessible Education. For example, if an instructor provides 24 hours for students to complete a 2-hour exam, a CAE student with a 150% time accommodation would be allowed to take 3 hours within that 24-hour window to complete the exam, but the instructor does not have to provide a window of 36 hours. Some CAE students may qualify for an extended window of time to take the exam, which must be indicated on their accommodation letter via an extension or absence accommodation.  Instructors with questions about accommodations can reach out to CAE for help.

(e)  For a final paper, an instructor could consider altering the page limit or evaluating based on a focused stage in the writing process (e.g., assigning a detailed outline or annotated bibliography in lieu of a typical research paper, or assigning a revision plan for a previous paper).

Regular P/NP and drop rules remain in effect.

Additional options and ideas are available from  CAT  and CEILS.

Submitting Grades At this time, we do not know when grade submission deadlines will be. We have requested an extension. Please watch your inbox for a notice from the Registrar.

For undergraduate students, the impact of delayed submission of grades grows with the length of the delay. Specific groups of students, such as veterans and athletes, may find their benefits and eligibility impacted by even modest delays. Longer delays will affect students who need grades for scholarship, job and grad school applications, and awarding of degrees.

It may be helpful to  review UCLA grade definitions  . Grades of I (Incomplete) may be used only when an individual student’s circumstance causes them to not submit work on time - "An instructor may assign the I grade when work is of passing quality but is incomplete for a good cause (such as illness or other serious problem)." Grades of I become part of a student’s permanent record and should never be given because of delays in evaluating student work. Along similar lines, DR grades should be given only when there is a question of academic dishonesty, never as an indication of a delayed grade for other reasons. If you are unable to assign grades, you may elect to not submit them or use the NR grade.

Please also see  guidance from the UC Systemwide Academic Senate leadership (PDF) , which elaborates on the “principle of  sufficiency  for consideration of the academic work.”

Faculty Obligations and Discretion

The Faculty Code of Conduct (APM – 015) identifies as “unacceptable conduct” for Senate faculty a “significant failure to adhere, without legitimate reason, to the rules of the faculty in the conduct of courses, to meet class, to keep office hours, or to hold examinations as scheduled.” It also observes that “The integrity of the faculty-student relationship is the foundation of the University’s educational mission.” How instructors maintain the multiplicity of faculty-student relationships and our ethical obligations under current conditions will vary. As recent  guidance from the UC Systemwide Academic Senate leadership (PDF)  states, “The language of the APM foresees the possible complexities of our obligations and gives faculty space to exercise our professional judgment.”

Grading  Graduate  Coursework

Given that some graduate students may be withholding participation in academic courses as part of their involvement in the strike we clarify some options related to evaluation and grading of graduate coursework. Underlying these options are two important factors: 1) faculty have a large degree of professional responsibility and authority to determine how to evaluate research done for academic credit; and 2) graduate student workers must not face retaliation for striking. Senate faculty are approaching this situation from many perspectives, and this communication is not intended to suggest which views faculty should hold but rather to outline options that may be helpful to students and faculty taking various positions.

• Didactic Graduate Courses (courses numbered 200-299 and 400-499, which are unrelated to employment as a TA or GSR) Students are expected to continue making academic progress in didactic courses, regardless of participation in the strike. The default is that didactic graduate courses should be evaluated as described in the course syllabus. If a graduate student has not continued making academic progress and/or does not complete final course requirements, the instructor may assign a letter grade or, if they so choose, assign an Incomplete (I) grade. The latter would indicate that the instructor will allow the student to make up work. Be aware that if work is not completed by the next full term in residence, the I grade automatically lapses to an F or U as appropriate. If the grade lapses to an F or U, students may complete the work in a subsequent quarter with permission of the instructor and file to have the lapsed F or U grade removed and replaced with the earned grade.
• Teacher Training Courses (courses numbered 300–399) Final grade assignment is the responsibility of the instructor. Instructors may wish to consider student performance up to the point of the strike and assign a grade based on that work. That is, if the enrolled student was fulfilling their duties satisfactorily up to this point, then issuing a satisfactory grade could be seen as appropriate. Because the UAW considers withholding participation from these courses a protected activity for TAs, issuance of unsatisfactory grades in the context of a strike could result in UAW claims of unfair labor practices. (Please note that this information is provided for context only and is not intended to impact grading.)
• Individual Study and Research Courses (courses numbered 500–599) Final grade assignment is the responsibility of the instructor. The UC  Systemwide Administration (PDF)  and the UC  Systemwide Senate (PDF)  have indicated that that graduate students participating in the strike are still expected to complete academic work. Because the UAW considers withholding participation from these courses a protected activity for Graduate Student Researchers (GSRs), issuance of unsatisfactory grades in the context of a strike may result in UAW claims of unfair labor practices. (Again, please note that this information is provided for context only and is not intended to impact grading.)

It is our hope to offer options that help instructors make decisions in ways that serve our undergraduate and graduate students. We recognize that instructors in this situation can find themselves holding conflicting values and that there will be variation in how they act. We recommend clear communication with your students at this time.

Kathy Bawn Chair, Undergraduate Council

James Bisley Chair, Graduate Council

Jessica Cattelino Chair, UCLA Academic Senate

Andrea Kasko Vice Chair/Chair-Elect, Academic Senate

Shane White Immediate Past Chair, Academic Senate

Download this BruinPost (PDF) Here

3125 Murphy Hall

(310) 825-3851 [email protected]

© 2024 Regents of the University of California

• Accessibility
• Report Misconduct
• Privacy & Terms of Use

• Part-Time Jobs
• Full-Time Jobs
• Internships
• Babysitting Jobs
• Tutoring Jobs
• Restaurant Jobs
• Retail Jobs
• Summer Camp Jobs
• Golf Caddie Jobs
• Lifeguard Jobs
• Swim Instructor Jobs
• Off-Campus Housing
• Renters Insurance
• Furniture Rental
• Course Notes
• GMAT Test Prep
• GRE Test Prep
• LSAT Test Prep
• MCAT Test Prep
• DAT Test Prep
• OAT Test Prep
• PCAT Test Prep
• ACT Test Prep
• SAT Test Prep
• NCLEX Test Prep
• USMLE Test Prep
• Bar Exam Test Prep
• PRAXIS Test Prep
• CPA Test Prep
• Sell Textbooks
• Rent Textbooks
• Buy Textbooks
• Textbook Solutions
• Accounting Textbook Solutions
• Biology Textbook Solutions
• Business Textbook Solutions
• Chemistry Textbook Solutions
• Computer Science Textbook Solutions
• Economics Textbook Solutions
• Engineering Textbook Solutions
• Finance Textbook Solutions
• Health Textbook Solutions
• Management Textbook Solutions
• Math Textbook Solutions
• Music Textbook Solutions
• Other Textbook Solutions
• Physics Textbook Solutions
• Psychology Textbook Solutions
• Statistics and Probability Textbook Solutions
• Statistics Textbook Solutions
• Study Abroad
• Student Loans
• Sallie Mae Student Loans
• Refinance Student Loans
• Online Courses
• Professor Ratings
• Student Travel
• Scholarships
• GPA Calculator
• Grade Calculator
• Final Grade Calculator
• College Checklist
• Post Housing

UCLA Grade Calculator

Your Current Grade:

What do I need on my final?

Grade Needed on Final:

Grade Calculators for Nearby Schools

Academic calculators.

Mailing Address: Uloop Inc. 306 S. Washington Ave Suite 400 Royal Oak, MI 48067

Telephone Support:

312.854.7605

Email Support:

[email protected]

Upload An Image

By clicking this button, you agree to the terms of use

Please enter Email

By clicking "Create Alert" I agree to the Uloop Terms of Use .

Add a Photo

• Tools & Services

Gradescope is designed to help instructors grade hand-written assignments quickly and consistently while providing meaningful feedback to students. Work is scanned and submitted to Gradescope either by students (for homework) or by instructors (for exams). Instructors, TAs, and Graders can create dynamic rubrics while grading, and any changes made to rubric items are applied to previously graded questions. Rubrics are shared across graders, which helps provide grading consistency across course sections.

Below is a short (2 minute) introductory video

Primary Benefits

For instructors and tas.

• Use of rubrics help standardize grading across graders and sections, improving consistency and fairness.
• Changes to grading rubrics trigger updates to previously graded submissions, saving time.
• Similar answers can be grouped together to be graded in bulk.
• Graders can easily replicate feedback.
• Analytics help instructors understand where students may be struggling with a concept.

For Students

• Grades and feedback reach students faster than traditionally graded assignments.
• Points awarded or deducted for partial-credit grades are linked to comments from the grader, providing transparency in point breakdowns.
• Offers students a pathway to request a regrade for questions.

Gradescope is paid for by the University. It is available to instructors and students at no cost

Getting Started

Gradescope can be accessed in Bruin Learn, which offers several benefits:

• Creating and linking Gradescope assignments to your Bruin Learn course
• Syncing your Bruin Learn student roster
• Moving grades from Gradescope to your Bruin Learn gradebook

See the  Using Gradescope in Bruin Learn article for more information on configuring Gradescope in your course. Additional information can be found in Gradescope’s Canvas Instructor Guide and Canvas Student Guide .

Gradescope can also be accessed independently via the Gradescope website , though an instructor won’t be able to use the Bruin Learn integration features described above. Helpful guides on Gradescope functionality including grading, course management, and assignment workflows for both students and instructors can be found on the Gradescope Get Started webpage.

Documentation and Support

Troubleshooting articles covering common issues can be found in the Gradescope Help Center . To get in touch directly with Gradescope support, please email [email protected] .

To see what features and functionality Gradescope is working on for future releases, visit their feature development roadmap .

Additional Resources

• Gradescope Get Started
• Using Gradescope in Bruin Learn
• Troubleshooting a Blank Page When Accessing Gradescope

[email protected]

• Gradescope Help Center
• [email protected]

LTI Scope Definitions

• Campuswide  - LTI tools are available in any Bruin Learn course.
• Sub-account  - LTI tools have limited availability. These are often requested and funded by specific divisions, departments, or courses. These LTIs can be found by filtering via Status =  "Available at a Cost."

LTI Status Definitions

• Requested - Requested tools are in the earliest phases for inclusion in Bruin Learn. This phase includes learning more about the functionality, supplier, costs, support options, existing campus or UC licensing agreements, etc.
• In Review - The LTI tool is undergoing review by multiple stakeholders, including software advisory workgroups, security, accessibility, funding, data use and privacy, and UCLA Purchasing.
• On Hold - The LTI tool process is on hiatus for any number of reasons, including: remediation of accessibility, security, data use and privacy concerns; identifying available funding sources; negotiations with the supplier; re-consideration of the original need, etc.
• Approved - The LTI tool process has been approved and preparation for installation is underway. Prior to availability, post-approval work may include resolving technical integration issues, developing training, etc. 
• Available  - The LTI tool process is installed and available for general use in Bruin Learn.
• Available at a cost  - The LTI tool has been reviewed and approved and is available for purchase by units requiring the functionality the tool provides.
• Contact ASUCLA Bookstore - Publisher-related LTI tools are obtained through the ASUCLA Bookstore .

© 2024 Regents of the University of California

• Accessibility
• Report Misconduct
• Privacy & Terms of Use

• Lecture  MWF  2-2:50pm        Geology Building 3656
• Discussion 2A  M 8-8:50am    Mathematical Sciences 5128
• Discussion 2B  M 9-9:50am    Mathematical Sciences 5128
• Weekly Homework (10%):   No Late Homework! 
• Midterm Exam 1 (20%):  Monday,  February 4 (week 5),  2-2:50pm.
• Midterm Exam 2 (20%):  Monday,  February 25 (week 8), 2-2:50pm.
• Final Exam (50%):     Tuesday, March 19, 3-6pm.

ACADEMIC INTEGRITY : As a student and member of the University community, you are here to get an education and are, therefore, expected to demonstrate integrity in your academic endeavors. All students must uphold University of California Standards of Student Conduct as administered by the Office of the Dean of Students. Students are subject to disciplinary action for several types of misconduct, including but not limited to: cheating, multiple submissions, plagiarism, prohibited collaboration, facilitating academic dishonesty, or knowingly furnishing false information. You may have assignments or projects in which you work with a partner or with a group. For example, you are welcome, and even encouraged, to work with others to solve homework problems. Even though you are working together, the assignment you submit for a grade must be in your own words, unless you receive specific instructions to the contrary. For more information about academic integrity, please go to http://www.deanofstudents.ucla.edu/ .

TOP Exam Preparation

Preparing for the top exam.

Please note that the Fall 2023 administration   (November 15th – December 1st, 2023)   will be held on-campus (in-person).   Once you have registered for the exam, you will receive an email with detailed instructions including building and room location. Please note that the exams are  NOT  administered at the TOP office.

Taking the TOP

The exam has 3 parts and is designed to be a simulation of common TA duties, specifically, explaining course materials and presenting an academic topic in an interactive manner. The 3 parts of the TOP exam include, 1 – Self Introduction, 2 – Syllabus Review, and 3 – Prepared Presentation. Please review the information below for more details about each task and advice about how to prepare.

Repeat Test Takers:  If you received a non-passing or provisional-passing score and are retaking the TOP exam, it is highly recommended that you seek counseling from the TOP counseling team to review your previous exam before registering again. Please contact the TOP coordinator at  [email protected]  to schedule your appointment.   Please note counseling requests are addressed in the order they are received and may take up to 2 weeks to schedule due to demand.

Task 2 – Syllabus Review

All examinees will be provided a copy of a syllabus excerpt during the check-in process to use during Task 2. No other materials are allowed during Task 2. The undergraduate students you will be presenting to will also have a copy of the syllabus excerpt.

Task 3 – Prepared Presentation in your Field

Examinees are  not allowed to use any materials  such as slides, pictures, posters, flashcards, computers, maps, charts, or multimedia of any kind. This strict policy is to ensure a high degree of consistency between test performance across departments and to reduce distractions.

You may choose to create a visual representation or aid during Task 3 using a whiteboard and dry erase marker when taking the exam in person.

As the TOP primarily assesses your speaking and listening skills, visual representations are completely optional and should only be used as a supplement to your prepared presentation. The visual representation should be blank before starting and created during Task 3. If the visual has already been created, you will be asked to stop the exam and reschedule.

Test Duration

The exam takes about 60 minutes from the time you check in to the time you leave the exam room. This includes time for check-in, time to prepare for Task 2 – Syllabus Review, and time to take the actual exam. The actual exam is approximately 20 minutes long. Once you have entered the testing room, you may not leave for any reason.

People In The Room

In addition to the test taker, there are typically 4 people in each exam room.

• 2 questioners act as students in a class, listening to the test taker and asking questions during the exam. It is very important to answer the students fully and completely as how you respond to questions is a part of your exam score.
• 2 raters will be present and will score your exam. They may speak to the test taker to prompt specific tasks, but raters do not generally ask any questions. Test takers should direct their attention to the questioners.
• Archived Spotlight Posts
• Student Testimonials
• Open Positions
• Program Leadership
• Undergraduate Writing Center
• Undergraduate Writing Requirements
• Professional Writing Minor
• Undergraduate Courses
• Undergraduate Course Learning Objectives
• Undergraduate Writing Awards
• Non-UCLA International Students
• Enrollment for Spring 2024 in English Comp 3/3D for Cluster Students
• English Language Requirements & Resources for International Graduate Students
• TA Training
• Graduate Certificate in Writing Pedagogy
• Graduate Writing Center
• Academic Year ESL
• Summer ESL Program
• Analytical Writing Placement Exam (AWPE)
• English as a Second Language Placement Exam (ESLPE)
• TOP Exam Schedule & Registration
• Campus Partners
• Community-Engaged Writing Courses
• Writing Summer Institute for High School Students
• Get Involved

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.