Chapter 5 ACADEMIC PERFORMANCE
§ 14. Assessment of academic performance
(1) The methods and criteria of assessment defined in syllabi shall be available to students before the commencement of studies and they must not be changed during a semester. The assessment methods define the manner of attesting the acquisition of knowledge and skills (e.g. an oral or written examination, pass/fail assessment, an essay, a report, group work, a questionnaire). If various methods are used for the assessment of learning outcomes, their relevant weights in determining the final grade shall be specified in the syllabus. An assessment criterion shall specify the expected level and scope of knowledge which can be proved by the assessment methods.
(2) Assessment may be either graded or non-graded.
(3) In case of graded assessment, the achievement of learning outcomes is assessed based on the following scale:
A (5) – "excellent" – outstanding and particularly profound achievement of learning outcomes, along with creativity and consummate proficiency in applying skills and knowledge;
B (4) – "very good" – very good achievement of learning outcomes, along with proficiency in applying skills and knowledge in a targeted and creative manner. Some details of knowledge and skills may exhibit errors which are neither substantive nor serious;
C (3) – "good" – good achievement of learning outcomes, along with proficiency in applying skills and knowledge in a relevant manner. A certain imprecision and uncertainty are apparent in the depth and detail of knowledge and skills;
D (2) – "satisfactory" – sufficient achievement of learning outcomes, along with application of knowledge and skills in a typical manner; in atypical situations both, uncertainty as well as lack of knowledge and skills are apparent.
E (1) – "poor" – minimum acceptable achievement of the most important learning outcomes along with limited application of knowledge and skills in typical situations; in atypical situations both, considerable uncertainty as well as lack of knowledge and skills are apparent;
F (0) – "failed" – achievement in knowledge and skills below the minimum standard.
(4) For non-graded assessment a threshold shall be established; when learning outcomes of a student comply with or exceed the threshold, the assessment shall be indicated as adequate – A (pass), or, in case the student’s learning outcomes fail to comply with the threshold, the assessment shall be indicated as inadequate – M (fail).
(5) The bases of and procedure for continuous assessment of studies (tests, laboratory work, and papers) shall be defined by the teacher in the extended syllabus, taking into account the provisions on examinations and assessments. If the final grade is based partially or entirely on the results of continuous assessment, the assessment criteria and the weight of the results of continuous assessments in the final grade, as well as the deadlines for the performance thereof, shall be specified in the extended syllabus of the relevant course.
(6) A course shall be deemed passed or a graduation thesis shall be deemed to be defended when a student obtains positive assessment. The results are recorded in ÕIS. The assessment form is the source document for calculating the learning outcomes.
(7) In order to measure a student’s overall performance, the grade point average (GPA) shall be used, which shall be calculated by dividing the total of the products of the grades of all the passed exams and graded assessments and their respective credit points by the total of all the credit points of the relevant courses. In GPA calculation, grades for exams and graded assessments shall be regarded as equal.
(8) As a rule, examinations and assessments shall be graded by the person teaching or supervising the course (hereinafter "teacher"), to whom the student has declared the course.
(9) A student has the right to request the opportunity to take an examination or assessment before a board. The board shall be established by the dean on the basis of a student's application.