Different schools at the HKU University of the Arts Utrecht use different grading methods.
HKU grading scales
Grading scale(s) used per HKU school:
HKU Arts and Economics: Alphanumeric 1, Numeric 2
HKU Fine Art: Alphanumeric 1, 2 and 3
HKU Design: Alphanumeric 2 and 3, Numeric 2
HKU Creative Transformation: Alphanumeric 2 and 3
HKU Games: Alphanumeric 2 and 3
HKU Media: Alphanumeric 1, 2 and 3, Numeric 1 and 2
HKU Music and Technology: Alphanumeric 1 en 2 en Numeric 1 and 2
HKU Theatre: Alphanumeric 1 and 2
HKU Utrechts Conservatorium: Alphanumeric 1 and 2, Numeric 1 and 2
HKU seminars use all four grading scales according to the content of the module.
The grading scale in the Netherlands
In the Netherlands, the traditional grading scale is from 1 through to 10, where 1 is the lowest and 10 the highest grade. Grades 1 through to 4 are very rarely given, and the same is true for grades 9 and 10. The most common grades in both secondary and higher education are 6, 7 and 8.
The grading scale at HKU
Many programs at HKU use an alphanumeric grading system due to the complexity and subjectivity of artistic processes and expressions. Art and creativity are difficult to quantify with numbers, as they often involve not only knowledge and skills but also the process and personal growth of the student. An alphanumeric grading system allows for more flexibility in appreciating the various aspects of the work and the student's development.
Credit system
The European Credit Transfer and Accumulation System (ECTS) is a standard for comparing the study accomplishment and performance of students across the European Union and other collaborating countries.
A student's workload is measured in ECTS credits. One credit represents 28 hours of work and 60 credits represent one year of full-time study. 60 ECTS credits are equivalent to 1500-1800 hours of study in all countries.
Assessment
All programmes are characterised by a balanced combination of taught elements and project-based work. In assessment of the art based projects it is not only the result that counts. The individual working process and the artistic development of the student, the decisions that have been made, the explanation and reflection on these decisions are of equal importance. The formative assessment process will take this into account through its emphasis on evidence of a reflective process as well as completed artefacts.
The intended learning outcomes - in addition to the individual one’s formulated by the student themselves - are specified in the module descriptors. These detail aims, objectives and learning outcomes and assessment evidence. The outcome for each module is determined on a summative judgement of all the assessment criteria and the level at which they have been met. Assessment guidelines to specifying the procedures and criteria for of assessment are detailed in the Assessment Plan of the school or programme.
The application of module assessment criteria to work submitted for individual units, involves the careful and considered professional judgement of academic staff. The Boards of Examiners monitors the overall quality of assessment.
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