Grading & Assessment

Given the unique nature of courses in the areas of Human-AI Co-Creation and Data Literacy (HAIC) [link to “Common Core Areas” for the 2026-27 cohort in Section N] and Undergraduate experiential Opportunities Programs (UxOP) [link to “Common Core Areas” for the 2026-27 cohort in Section N], you have the flexibility to decide on the most suitable grading system for your course. Options include: 

• Letter grades
• Pass/Fail (P/F)
• Distinction/Pass/Fail (DI/PA/F)

If you wish to implement a grading type other than regular letter grades, please provide strong justifications for approval from the Committee on Undergraduate Core Education (CUCE) [link to “Committee (CUCE)” in Section I]. Such grading information should be included in the course catalog for easy reference by students. Additionally, if the DI/PA/F grading system is adopted, be sure to provide clear criteria for determining Distinction or Pass to motivate student excellence.

When designing the assessment scheme for your common core course, it is essential to integrate the following principles to ensure alignment with the Common Core goals and objectives [link to the “Goals” section of “The Program” in Section E] as well as the University’s guidelines:
•    Enable students to demonstrate their attainment of the course intended learning outcomes (ILOs) through criterion-referenced assessment (CRA)
•    Ensure that the methods used are valid and fair in reflecting the course ILOs
•    Design assessments that support students in developing the selected competencies
•    Maintain consistency in evaluating students’ performance across competencies 
•    Ensure all assessments comply with the University’s assessment policies and procedures as well as the official grading scheme

Be sure to attach grading rubrics for any assessments that account for 30% or more of the final course grade, particularly for class sizes of at least 20 students, when submitting your course proposal.