After exams

Assessments, grades and results

You will find your results on Studentweb, under Access > Results.

The deadline for announcing results is normally three weeks after an exam.

Candidates at NLA University College are assessed on a grade scale where A to E are pass marks and F is a fail mark. In addition, the grades pass/fail and approved/not approved are sometimes used. The grade scale and assessment criteria have been prepared by the Norwegian Association of Higher Education Institutions and apply to all higher education in Norway, but some subjects have additional grade criteria.

If a candidate takes the same exam/assessment several times, the best grade will apply.

Current and former students (students after 1999) can order a grade transcript on Studentweb. Log in with your 11-digit national ID number and your PIN or Feide log-in. If you have forgotten your PIN, this can be sent from Studentweb to the email address we have registered for you. You update your email address on Studentweb yourself, so you can be sure that the transcript is sent to the right address.

Refer to the additional information on the grade scale at the bottom of this page.

 

Reasons

Students may ask for reasons for the grades assigned to their written work within one week of the results being announced.

A request for reasons is to be sent to the course administration and must be in writing.

In the case of a verbal assessment or an evaluation of practical skills, any request for such reasons must be made as soon as the candidate has been notified of the grade.

Reasons will be stated as quickly as possible and normally within two weeks. However, this may take slightly longer due to holiday periods. Reasons may be given in writing or verbally – depending on the examiner's wishes.

The form for applying for reasons can be found here: Request for result explanation

 

Appeals against a grade, written exam

The student may appeal directly (without asking for reasons first). The deadline for doing so is three weeks after the results were announced. If the student has asked for reasons, the appeals deadline is three weeks after reasons were stated.

In any new evaluation, the examiners shall not be told the original grade, the examiner's reasons for this or the student's justification for the grade. At least two examiners are to be used in any new evaluation (appeal evaluation), at least one of whom must be an external examiner.

You must expect it to take 6-8 weeks from the expiry of the appeals deadline until you are informed of the result. Appeals submitted in June will normally be dealt with in August. Appeals submitted in December and January are normally dealt with by the middle of February.

Grades assigned for a practical/oral exam may not be appealed against.

The form for appealing against a grade can be found here: Appeal concerning a grade

Complaints regarding a formal error in the exam

Formal errors are, for example, errors in tasks that are set, errors in holding the exam or errors in marking that you believe may have affected the result.

The deadline for complaining about formal errors is three weeks after the date when the complainant became or ought to have become aware of the factors on which the complaint is based.

The consequence of a complaint based on a formal error may be that the complainant's answer paper is re-evaluated or that a new exam or test is held. A complaint based on a formal error in the exam must be signed and submitted/sent to the course administration at the relevant study location. There is no form for such complaints.

 

Grade scale and assessment criteria

The grade scale and assessment criteria have been prepared by the Norwegian Association of Higher Education Institutions.

Symbol

Designation

General, non-subject-specific description of the assessment criteria

A

Excellent

Excellent performance that is clearly outstanding. The candidate shows an extremely good ability to assess and a high level of independence.

B

Very good

A very good performance. The candidate shows a very good ability to assess and level of independence.

C

Good

An evenly good performance that is satisfactory in most areas. The candidate shows a good ability to assess and level of independence in the most important areas.

D

Quite good

An acceptable performance with some important defects. The candidate shows a certain level of ability to assess and independence.

E

Sufficient

The performance meets the minimum requirements, but no more than these. The candidate shows little ability to assess and independence.

F

Failed

The performance does not meet the minimum subject requirements. The candidate shows a lack of both ability to assess and independence.

 

 

Qualitative description of the assessment criteria for teacher training

 

Symbol

Designation

Qualitative description of the assessment criteria for teacher training

A

Excellent

Has excellent knowledge and an excellent ability to make independent use of this knowledge, critically and creatively. Demonstrates an excellent overview of the topic's subject-matter and didactic content and a high level of reflection about learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop.

B

Very good

Has a very high level of knowledge and a very good ability to make independent use of this knowledge, critically and creatively. Demonstrates a very good overview of the topic's subject-matter and didactic content and a very good ability to reflect about learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop.

C

Good

Has a good level of knowledge and a good ability to make independent use of this knowledge. Demonstrates a good ability to reflect over learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop.

D

Quite good

Has limited knowledge and some ability to make independent use of this knowledge. Demonstrates some ability to reflect over learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop.

E

Sufficient

Meets the minimum knowledge requirements, but uses this knowledge in a less independent manner. A low level of reflection about learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop.

F

Failed

Insufficient knowledge about the learning goals, the distinctive nature of the profession and the role of the teacher with regard to how children and young people learn and develop. Demonstrates little insight into the coherence of the subject matter and little or no ability to use his/her knowledge in an independent manner.

 

 

Pass/fail

Pass

Has within all the five areas of expertise (subject-matter, didactic, social, professional ethics, change and development) demonstrated a level of knowledge/skill that meets that which is required for practising as a teacher.

Fail

Has a level of knowledge/skill in at least one of the five areas of expertise (subject-matter, didactic, social, professional ethics, change and development) that lies below that which is required for practising as a teacher.