638:
message conveyed by the original grade. Their main shortfall is that they cannot adequately deal with certain key characteristics of grading systems: • Grading systems are not linear and are often characterized by a strongly skewed distribution of grades actually given to students. While
American or Italian teachers would use the upper part of their grading scales (albeit in different ways), others (e.g., French and British) in practice hardly ever use the top 20% of their scale. For this reason, proposals based on linear formulas can produce devastating results: I recently saw the case of a German student in France who achieved a 15 (quite a good grade) which was converted into a German 2.5 (a rather mediocre one); on the contrary, a British student who gets a 27/30 in Italy would have every reason to be pleased if that grade were linearly calculated to correspond to a British 90/100! • Many grading systems are not continuous but divided into several "classes" or "categories" which correspond to broad levels of performance. This means that a small difference in numbers may conceal a substantial difference in meaning when a "class" limit is crossed: in the United Kingdom, a grade of 70 classified as "First Class" is very different from a 69 ("Second Class"), while the same small difference of 1 point is irrelevant between the grades of 54 and 55 (both "Lower Second Class").
631:
subordinate exercise: what matters in
Britain is whether the grade is a "First" or not, not whether it is a 71 or a 72. This observation is particularly relevant when converting grades from systems using a broad numerical scale into, for example, the U.S. system which usually has only three pass grades (or categories) corresponding to the letters A, B, and C. In the United States, a "D" may also be considered a passing grade, but not for transfer purposes. The need to pay attention to grade classes reinforces the conclusion that linear methods, which ignore class boundaries, are nothing but fallacious and dangerous oversimplifications. They distort the original message in the same way as a word-for-word check in a bilingual dictionary: for each word there is a corresponding word in the other language, but the sequence of words thus obtained almost certainly means something different (or nothing at all) in the target language.
645:
10/20 calculated on all subjects. There may also be minimum pass grades per subject set at a lower level, for example, 8/20. The distribution of grades tends to be different between certain quantitative fields (with grades distributed over the whole range) and the non-quantitative fields (where grades are more concentrated in the middle, and the upper part of the scale is seldom used). Thus, even within a given country, a grade may have a "normal," intuitive, abstract meaning which needs to be adjusted (up or downwards) depending on a whole series of factors relating both to who gave it and who interprets it. From the above observations, my main conclusion is that foreign grades are not just numbers that can be calculated by applying a mathematical formula, but a message that needs first to be understood in the original system and in a second stage interpreted by users in their own system.
627:
between upper and lower sub-classes) and "Third Class" performers, while French, German or
Spanish students may be labeled in a similar way as, for example, Passable (Average), Gut (Good) or Sobresaliente (Outstanding). The meaning of these labels in their own context is tainted by culture and tradition. Thus, a British "Third Class" (a pass mark, but usually given only to a relatively small number of very borderline students) is very different from a Moroccan Passable (a widely used label that normally applies to the vast majority of pass grades). However tempting it may be, equating "passable" with "Third Class" because they both correspond to the lowest label of "pass grades" would fail to take into account their real meaning.
652:
grade's "normal" or "average" meaning in another grading system, first on a bilateral basis and then in a more multi-lateral context. But this exercise has more to do with the complexity of human language than with mathematics. It takes more listening, modesty and flexibility rather than a doctrinal attitude and a creed in universal formulas/answers. More specifically, the drawing up of tables that can genuinely serve as a basis for interpreting foreign grades is only possible if a certain number of key considerations are observed. The remainder of the article presents six principles that could guide future developments in the area of foreign grade handling.
666:
518:
level, a 16 is an excellent grade. In yet other circumstances, a 12 may also be considered as an excellent grade, this especially so when it comes to the Social
Sciences or humanities. Theoretically, an average student was rated 11/20; a brilliant student scored - 15/20. Most of the academic institutions had an average grade below 10; grades over 12/20 rated the best 10% to 15% of the class.
641:• Grading differs not only between countries, but there are, as well, marked differences in grading traditions and policies depending on the type and level of the grading institution, the field of study, or even the type of grade (final examination, mid-term, paper, or average computed from various grade items).
517:
The
Moroccan grading system ranges from 0 to 20. It would be inaccurate to merely multiply a Moroccan grade by a factor 5 to find its Canadian or USA equivalent. A score of 20 signifies perfection and is virtually never given. Scores of 19 and 18 are equally rarely given. Depending on the subject and
637:
Both in Europe and in the United States, there have been numerous recent attempts to put together automatic, mathematical formulas that "calculate" foreign grades in the national grading system of the user. However, these formulas do not produce figures that are a reliable and fair reflection of the
494:
Most of the time, the formal grades used in
Morocco are not considered in graduate programs acceptance for some misunderstanding reasons: for instance, a grade of 12 (which is actually a passable grade in Morocco but equivalent to 60% in the US where it is considered a below-average) is generally a
651:
This, however, does not mean that the process of foreign grade interpretation cannot be organized in an efficient, expedient way based on a thorough effort to understand the message that carry. It is possible to draw up tables ("grade equivalence chart," "grade concordance scale") that render a
644:
Taking France as an example, it is well known that grades at "classes préparatoires," which recruit among the best students on their way to "Grandes Ecoles," tend to be particularly low, with, for example, 11/20 seen as quite a strong grade, while the pass mark in France is usually an average of
626:
In many systems, the full scale of grades is divided not only between pass and fail, but into various "classes" or "categories" corresponding to broad "quality labels" assigned to a certain bracket of numerical grades. Thus, in the United
Kingdom, there are "First Class," "Second Class" (divided
630:
As a consequence, conversion scales should pay considerable attention to categories/classes of grades. A first priority should be to make certain that this core piece of information is correctly rendered when converting foreign grades; fine-tuning within each particular class/category is only a
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In the
Moroccan system: a minimum average of 12 out of 20, Assez Bien, Good. Or the equivalent in the U.S. system: a 'B' average or a 3.00 grade point average (GPA) on a 4.00 GPA grading scale.
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Simple mathematical formulas with their claim to universality are nothing but a fallacious oversimplification of a reality they fail to capture
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But some
European universities use a different admission requirement for Moroccan students. Morocco's neighboring countries,
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https://web.archive.org/web/20090103161709/http://www.britishcouncil.org/eumd-information-background-morocco.htm
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https://web.archive.org/web/20081221120451/http://www.experienceittours.com/moroccoeducation.html
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is mostly a 20-point grading scale, it is used in secondary schools as well as in universities.
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good starting grade to apply for graduate studies and financial aids or scholarships.
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1218:"En prépa, dois-je m'attendre obligatoirement à une chute des notes ?"
1162:"En prépa, dois-je m'attendre obligatoirement à une chute des notes ?"
506:
502:
487:
884:"CampusFrance- Academic calendar, courses types and grading system"
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659:
1197:. Conservatoire National Supérieur Musique et Danse de Lyon
1053:. Universidad de Las Palmas de Gran Canaria. Archived from
991:. Institut Catholique d'Etudes Supérieures. Archived from
1603:
1578:
1297:
1247:
https://books.google.com/books?id=DXsF7fT318QC&
1136:"Article: Capturing the Message Conveyed by Grades"
956:"The UK Honours degree system for undergraduates"
635:Mathematical Formulas Fail to Capture the Message
785:"Entry requirements for students from Morocco"
759:"Entry requirements for students from Morocco"
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8:
936:. World Education News + Reviews. April 2006
839:. World Education News + Reviews. April 2006
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18:
962:. London's Global University. 5 June 2018
913:
710:Learn how and when to remove this message
673:This article includes a list of general
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428:
217:
126:
105:
69:
28:
21:
16:Overview of academic grading in Morocco
509:, have a very similar grading system.
1044:"The Official Spanish grading system"
1024:. Studying in Germany. 8 January 2013
7:
1188:"Academic Grading System in France"
1086:. American Public University System
982:"Description of the Grading System"
833:"Education in the Maghreb: Tunisia"
1216:Bonnaud, Marie; Mandry, Philippe.
1160:Bonnaud, Marie; Mandry, Philippe.
679:it lacks sufficient corresponding
14:
807:"Admission Requirements: Algeria"
1590:Sahrawi Arab Democratic Republic
1360:Democratic Republic of the Congo
739:. World Education News + Reviews
664:
930:"Education in Maghreb: Morocco"
859:"Overview of the French system"
733:"Education in Maghreb: Morocco"
1:
1080:"APUS Grading System (Chart)"
522:Suggested Scale for Morocco
1689:Academic grading by country
1715:
1292:Academic grading in Africa
813:. James Madison University
787:. university james madison
765:. University of Portsmouth
731:Clark, Nick (April 2006).
1345:Central African Republic
1022:studying-in-germany.org
1018:"German Grading System"
694:more precise citations.
271:Bosnia and Herzegovina
234:European Baccalaureate
1505:SĂŁo TomĂ© and PrĂncipe
1365:Republic of the Congo
1694:Education in Morocco
1060:on 17 September 2020
1699:Academia in Morocco
1580:States with limited
1107:"What Do D's Mean?"
523:
1113:. Inside Higher Ed
1111:insidehighered.com
533:English Equivalent
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486:Grading system in
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1607:other territories
1380:Equatorial Guinea
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1605:Dependencies and
1298:Sovereign states
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1138:. Archived from
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998:on 6 June 2020
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1195:cnsmd-lyon.fr
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575:(Good Enough)
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1520:Sierra Leone
1474:
1325:Burkina Faso
1226:. Retrieved
1224:. l'Etudiant
1222:letudiant.fr
1221:
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1199:. Retrieved
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1182:
1170:. Retrieved
1168:. l'Etudiant
1166:letudiant.fr
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1155:
1144:. Retrieved
1140:the original
1115:. Retrieved
1110:
1105:Reed, Matt.
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1055:the original
1051:eii.ulpgc.es
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603:(Sufficient)
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57:South Africa
46:
1582:recognition
1535:South Sudan
1425:Ivory Coast
908:"Morocco".
692:introducing
547:(Very Good)
442:New Zealand
411:Switzerland
356:Netherlands
200:South Korea
190:Philippines
1683:Categories
1637:(Portugal)
1595:Somaliland
1515:Seychelles
1480:Mozambique
1465:Mauritania
1450:Madagascar
1405:The Gambia
1340:Cape Verde
1241:References
1146:2009-07-12
894:2009-07-12
869:2009-07-12
763:port.ac.uk
700:April 2009
675:references
617:(Mediocre)
572:Assez Bien
351:Luxembourg
175:Kyrgyzstan
135:Bangladesh
83:Costa Rica
1470:Mauritius
960:ucl.ac.uk
910:CiteSeerX
555:13 - 15.9
544:Très Bien
536:US Grade
437:Australia
346:Lithuania
195:Singapore
155:Indonesia
145:Hong Kong
119:Venezuela
93:Nicaragua
1661: /
1657: /
1650:(France)
1644: /
1622: /
1618: /
1570:Zimbabwe
1545:Tanzania
1395:Ethiopia
1390:Eswatini
1370:Djibouti
1335:Cameroon
1320:Botswana
1084:apus.edu
614:Mediocre
586:Passable
396:Slovenia
391:Slovakia
371:Portugal
276:Bulgaria
185:Pakistan
1646:RĂ©union
1642:Mayotte
1633:Madeira
1628:(Spain)
1624:Melilla
1555:Tunisia
1525:Somalia
1510:Senegal
1495:Nigeria
1485:Namibia
1475:Morocco
1440:Liberia
1435:Lesotho
1385:Eritrea
1355:Comoros
1330:Burundi
1305:Algeria
989:ices.fr
811:jmu.edu
688:improve
611:0.0-9.9
597:10-10.9
583:11-11.9
569:12-12.9
541:16 - 20
530:Mention
507:Tunisia
503:Algeria
488:Morocco
429:Oceania
416:Ukraine
376:Romania
326:Ireland
321:Iceland
316:Hungary
306:Germany
296:Finland
291:Denmark
281:Croatia
266:Belgium
261:Belarus
256:Austria
210:Vietnam
62:Tunisia
52:Nigeria
47:Morocco
1665:
1648:
1635:
1565:Zambia
1560:Uganda
1500:Rwanda
1455:Malawi
1415:Guinea
1310:Angola
1228:6 June
1201:6 June
1172:6 June
1117:6 June
1090:6 June
1064:6 June
1028:6 June
1002:6 June
966:6 June
940:6 June
912:
843:6 June
817:6 June
791:1 June
769:6 June
743:6 June
677:, but
561:(Good)
406:Sweden
386:Serbia
381:Russia
366:Poland
361:Norway
336:Latvia
311:Greece
301:France
218:Europe
165:Israel
88:Mexico
78:Canada
29:Africa
1620:Ceuta
1540:Sudan
1490:Niger
1445:Libya
1430:Kenya
1410:Ghana
1400:Gabon
1375:Egypt
1315:Benin
1191:(PDF)
1058:(PDF)
1047:(PDF)
996:(PDF)
985:(PDF)
656:Notes
600:Moyen
527:Grade
401:Spain
331:Italy
205:Syria
180:Nepal
170:Japan
150:India
140:China
114:Chile
42:Kenya
37:Egypt
1550:Togo
1460:Mali
1350:Chad
1230:2020
1203:2020
1174:2020
1119:2020
1092:2020
1066:2020
1030:2020
1004:2020
968:2020
942:2020
845:2020
819:2020
793:2023
771:2020
745:2020
558:Bien
505:and
227:ECTS
160:Iran
127:Asia
578:B+
550:A+
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