Bylaws and Policies

Political Policy Assessment And Grading

Expires: April 30, 2022

1 Facts

  1. Student success is realized when students receive both meaningful academic challenge and support that encourages learning in a way that advances their personal growth, knowledge, and practical skills.
  2. Grades are extremely important to students for tracking their personal progress in learning and growth.
  3. Students should be able to understand why they received any grade.
  4. Assessment and grading of undergraduate students’ academic performance and learning outcomes are central to the university’s core academic mission and the most critical determinant of further academic and future career opportunities pursued by undergraduate students upon graduation.
  5. Section 2 of the U of Alberta Policies and Procedures On-line (UAPPOL) Grading Procedure states that course expectations regarding assignments, grading and other course related matters must be communicated clearly in the course syllabus[1].
  6. Section 23.4(2)f of Evaluation Procedures and Grading System of the University of Alberta University Calendar states “Each assessment is linked to the stated course objectives and/or learning outcomes. Students should be provided with the criteria for these assessments early in and, if necessary, throughout the course”.
  7. Grading and assessment policies and procedures need to be regularly updated to ensure they are structured to increase student success.
  8. The importance of complex performance based learning in undergraduate education continues to grow and many courses across faculties and programs incorporate at least some form of such learning to enhance student success.
    1. Performance Based Evaluations are an approach to teaching and learning that emphasizes students being able to execute a unique skill set as a result of instruction and are given the ability to demonstrate or apply this ability, rather than simply knowing the information[2].
  9. Holistic rating scales or rubrics are applied (explicitly or implicitly) during evaluation of complex performance based learning. They reflect learning objectives that encompass more than one aspect of performance and cannot be easily broken out into component parts.
  10. Use of rubrics helps ensure that the measurement process (the assessment of performance) is free of error, reliable and consistent in producing equitable results for students.
  11. Rubrics can be used to evaluate a wide variety of student assignments, and strong research demonstrates that rubrics improve teaching and learning[3].
  12. There are many academic support services available to students across campus[4].

2 Resolutions

  1. The Students’ Union shall advocate that assignments be structured to increase student success.
  2. The Students’ Union shall advocate that instructors are providing clear and explicit expectations of students for any given course in terms of assignments, tests and participation.
  3. The Students’ Union shall advocate that students are made regularly aware of their progress and academic performance in any given course.
  4. The Students’ Union shall advocate that students should be made aware of their academic performance before the withdrawal deadline in any given course.
  5. The Students’ Union shall advocate that performance-based learning assignments be made available to students.
  6. The Students’ Union shall strive to create awareness around the academic support services available to help students improve
  7. The Students’ Union shall advocate that Department, Faculty, and bodies at the University clearly connect students to processes that allow them to raise concerns and appeals.

3 References

  1. https://policiesonline.ualberta.ca/PoliciesProcedures/Procedures/Grading-Procedure.pdf
  2. https://www.jstor.org/stable/pdf/1176232.pdf?refreqid=excelsior%3Ae355f259e14e68138f98e52a872cc03c
  3. https://teaching.uwo.ca/teaching/assessing/grading-rubrics.html
  4. https://www.ualberta.ca/current-students/academic-resources