Why Does a 70 and Above Result Get?

The graduation process in the UK is punctuated by a grading system that can seem quite different from the one used in the United States. This article will explore the nuances of the UK's 70 and above results, as well as the contrasts with the U.S. grading system, to provide a comprehensive understanding of why a 70 and above result in the UK can be quite significant.

UK Grading System: A Closer Look

Typically, the UK educational system classifies undergraduate degree results into categories based on final percentage scores:

First Class Honours (1st): Usually awarded for scores of 70 and above. This is quite an impressive achievement, indicating a high level of academic excellence and understanding of the subject. Upper Second Class Honours (2:1): Typically for scores between 60 and 69. Lower Second Class Honours (2:2): Generally for scores between 50 and 59. Third Class Honours (3rd): Usually for scores between 40 and 49. PASS: Often awarded for scores above 35 or 40, depending on the institution.

Comparison with the US Grading System

In the US, grading is often on a letter scale where:

A: is typically 90 to 100, with some institutions requiring 93 for an A. B: is usually 80 to 89. C: is generally 70 to 79, and so on.

The comparison points to several differences between the two systems:

Assessment Style

The UK education system is known for emphasizing independent study, critical thinking, and longer assessments like essays and dissertations. On the other hand, the US system includes more frequent testing and continuous assessment.

Course Structure

UK degrees typically last three or four years, with a strong focus on a specific subject. In contrast, US degrees usually take four years, including general education courses alongside the major.

Grading Standards

The lower percentage required for a Pass in the UK (usually 35 or 40) is much closer to the US C grade (70-79) than the US A grade (90-100). This reflects a broader range of equivalencies between the two systems.

A Personal Perspective: An Incisive Classroom Experience

During my time at university, a vivid classroom experience highlighted these differences. One day, in my first-year class, as we approached the end of the first semester, a student asked, "Prof, what’s going to be in the examination?" The professor's response made the significance of a 70 and above result clear:

"Have you read the textbook cover to cover?"
We shuffled in our seats, and murmurs of variations on “Yes” came from the class because we had only skimmed sections for each class, often while walking into class. The professor nodded, "Well, that should be enough to get you a pass about 50 of the material in the test comes directly from the textbook."

Further, the professor explained:

“A good question. You remember that list of optional additional reading I assigned at the beginning of the course? It’s at the back of your course handout. If you did all that and understood it, then there’s a good chance of getting 70.”

The message was clear: a 70 in the UK meant more than just passing; it indicated a profound understanding and engagement with the material.

Philosophical Differences and Their Implications

There is a frequent discussion among educators about the goal of certifications and whether a checklist approach is ideal. In the US, the focus is on ensuring students have covered a certain amount of material, represented by the 100% mark. In contrast, the UK system allows for some flexibility, encouraging students to excel beyond the expected standards:

“If you surprise me with something I don’t already know, then I may give you 100.”

This reflects a belief in the potential for exceptional student performance and the importance of going above and beyond the expected standards.

Graduating with a 70 in the UK is a significant achievement, particularly because it means you have comprehended and retained a substantial amount of the assigned material. A 100, however, is virtually impossible. It would mean surpassing all expectations and demonstrating an unparalleled level of knowledge and understanding, akin to achieving a 100% in the US system, which, in some fields, is not even possible.

Conclusion

Both the UK and US systems have their strengths and objectives. The UK focuses on both proficiency and the potential for exceptional achievement. The US system emphasizes checking off required material. Understanding these differences can help students and educators alike to better navigate and appreciate the nuances of each system.

For a comprehensive and engaging read on the subject, explore further articles and viewpoints from both sides of the Atlantic.

References:

Martinsons, K. (2023). Understanding the UK vs. US Grading Systems. Example Website.