[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-621059-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-621059-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-number-of-grades-used-in-uk-qualifications-implications-of-increasing-the-number-of-grades","The number of grades used in UK qualifications - Implications of increasing the number of grades","","The discussion examines how increasing the number of grades on an assessment affects classification accuracy and reporting of achievement. It contrasts grading structures across UK qualifications (e.g., GCSE, A levels, FSMQs, and Principal Learning/Projects) and highlights the absence of a single accepted rationale for grade-count decisions. Key implications analyzed include tighter grade boundaries raising misclassification risk, possible changes to raw mark and UMS scaling, and the trade-off between improved reliability from longer tests and increased assessment burden on learners.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-number-of-grades-used-in-uk-qualifications-implications-of-increasing-the-number-of-grades/621059/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-number-of-grades-used-in-uk-qualifications-implications-of-increasing-the-number-of-grades/621059.png","ImageObject",300,407,{"name":42,"@type":43},"Sarah ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does increasing the number of grades affect misclassification?","Question",{"text":62,"@type":63},"More grades narrow grade boundary ranges. Learners near a boundary face a higher chance of being misclassified, while those in the middle of a boundary have better odds of correct classification.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do UK qualifications differ in the number of grades used?",{"text":67,"@type":63},"The document notes that GCSE uses nine points, A levels use seven, FSMQs use six, and other qualifications use varying counts by level (including seven, five, and four depending on level).",{"name":69,"@type":60,"acceptedAnswer":70},"What reliability-related impact is discussed alongside longer assessments?",{"text":71,"@type":63},"Increasing test length in theory raises reliability and improves correct classification. However, longer testing can increase learner fatigue or boredom, which may reduce performance and offset theoretical gains.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},621059,1792464912,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":100,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The issue of the number of grades a qualification offers is currently a hot topic; University staff are complaining that they are unable to discriminate between the most able candidates when considering applicants to their courses and there are claims from some quarters that the International Baccalaureate (Diploma Programme for ages 16-19) provides better discrimination that the A level qualification because of its different grading system1 . Reform to the A level qualification therefore seems likely and it may be that part of that reform will be to increase the number of grades the A level supports. This paper has been prepared to assist discussions about the implications of such areform2 .  \nThe number of grades used to report examination results varies considerably. In UK qualifications covered by the examination regulators’Code of Practice alone, GCSE examinations use nine points (A*, A, B, C, D, E, F, G, U); A levels use seven (A*, A, B, C, D, E, U); FSMQs3 use six (A, B, C, D, E, U); and the Principal Learning and Project qualifications use seven at Level 3 (as per A level), five at Level 2 (A*, A, B, C, U) and four at Level 1 (A*, A, B, U) . Accordingly, it is clear that there is no generally accepted rationale for deciding the number of grades which should be used to report examination results. Indeed, there are various issues to consider: some of these relate to the reliability of the underlying mark scale and usually imply adopting a relatively small number of grades; others stem from the loss of information incurred when a small number of relatively coarse categories is used, justifying the use of a larger number of grades. Overall, the number of grades used to report achievement on any given examination depends on the relative importance of many different factors, which are outlined below (in no particular order) .  \n2. INCREASED LIKELIHOOD OF MISCLASSIFICATION  \nIf the number of grades on an assessment is increased (without increasing the total mark on the paper) the implication is that the grade boundaries will get closer together, i.e. , the width of each grade range will narrow. However, the closer a learner is to a grade boundary the greater the chance that he/she will be misclassified; in the middle of a grade boundary the chance of accurate classification increases (Stockford, 2011), Figure 1.  \n1 Diploma Programme students follow six courses (i.e. , six individual subjects) at higher level or standard level. The grades awarded for each course range from 1 (Very poor) to 7 (Excellent), or N if the result is no grade. Students can also be awarded up to three additional points for their combined results on two additional components: theory of knowledge (TOK) and the extended essay. The latter two components are graded from A (Excellent) to E (Elementary) or N (no grade) . Overall therefore, the highest points total that a Diploma Programme student can be awarded is 45 points. The Diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole Diploma and to satisfactory participation in creativity, action and service (CAS) . The results indicate the grade a candidate has been awarded for each subject, including the TOK and extended essay components; they also indicate the completion of CAS and the total points for the diploma, if a diploma has been awarded.  \n2 There are likely to be other assessment related factors to consider, for example there may also be changes in the demand an3 FeceonSttenantdoifntghe AMathleveemaltmaicsteQruiaall;ifhiowevecationsr, this paper focuses solely on the implications of increasing the number of grades.  \nCentre for Education Research and Policy   \nSo, if the grade boundaries are closer together because there are more grades, then the number of  \nmisclassifications is likely to increase. Willmott and Nutall (1975) summarised this picture succinctly: Moreover, the more grades that are used, the more the number of can","cbCaieOWETrrrfeQ","https://ap.wps.com/l/cbCaieOWETrrrfeQ","pdf",1052086,"English","# Increased likelihood of misclassification\n## Grade boundary effects when more grades are used\n# Reliability versus assessment burden\n## Test length and classification gains\n## Trade-offs from longer assessment windows","[{\"question\":\"Why does increasing the number of grades affect misclassification?\",\"answer\":\"More grades narrow grade boundary ranges. Learners near a boundary face a higher chance of being misclassified, while those in the middle of a boundary have better odds of correct classification.\"},{\"question\":\"How do UK qualifications differ in the number of grades used?\",\"answer\":\"The document notes that GCSE uses nine points, A levels use seven, FSMQs use six, and other qualifications use varying counts by level (including seven, five, and four depending on level).\"},{\"question\":\"What reliability-related impact is discussed alongside longer assessments?\",\"answer\":\"Increasing test length in theory raises reliability and improves correct classification. However, longer testing can increase learner fatigue or boredom, which may reduce performance and offset theoretical gains.\"}]","The number of grades used in UK qualifications - Implications of increasing the number of grades | PDF",15]