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This document discusses different grading systems used in education including absolute grading, relative grading, and common letter grade scales. Absolute grading involves assigning percentages based on how well a student's answers meet the requirements of a model answer. Relative grading compares students' performance to others taking the same test. Common letter grade scales range from A+ to F, with grade point values also defined. The document also defines terms related to grading like semester, semester grade point average, cumulative grade point average, credit points, and transcripts.
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The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
Types of grading system
This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
It also discusses narrative grading using written comments instead of or in addition to scores or letters.
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Criteria for selecting Assessment instrument
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Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Differentiated assessment
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Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Classroom assessment
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
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Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
Grading system (education)
The document discusses grading in education systems. It provides details on:
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2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
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Grading & reporting systems complete presentation
This document compares and contrasts norm-referenced and criterion-referenced grading systems. Norm-referenced systems compare students to each other, which can make learning competitive. Criterion-referenced systems compare students to learning standards regardless of peers' performance. The document discusses advantages and disadvantages of each system and argues that criterion-referenced, or standards-based, grading more accurately measures individual student learning.
Adequacy
A test is a systematic procedure for measuring an individual's behavior that follows specific guidelines to formally and systematically gather information about learners. For a test to be adequate, it must be sufficient for its intended purpose of measuring the knowledge and skills pupils have acquired. However, a test maker should not assume their instrument can measure all a pupil has learned, so they construct test items to representatively sample from the content areas based on a test blueprint to determine educational outcomes. A good test includes items covering different areas of the material assigned and the entire syllabus.
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A grading and reporting system assesses students' educational performance based on points and evaluates their performance. It communicates results to students, parents, and others. Good reporting relies on clear evidence. The system enhances learning by clarifying objectives, showing strengths and weaknesses, and indicating where teaching could be improved. It also informs parents of student progress and helps with promotion decisions, counseling, and identifying students for programs. The major purposes are to communicate achievement, provide self-evaluation information, select students for paths or programs, incentivize learning, and evaluate instructional programs.
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This document outlines principles and methods for assessing student learning. It discusses key terms like assessment and grading. Assessment should serve learning, provide objective measures, be ongoing through multiple means, and results should be used to plan improvements. Common assessment methods include quizzes, essays, presentations, questioning. Only some assessments are formally graded, like attendance (up to 5%), assignments (up to 20%), thematic assessments every 4-5 weeks (35%), and final exams (40%). Grades are represented as numbers or letters.
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1. The document discusses credit and semester systems in higher education, including definitions of key terms like credit, semester, choice based credit system (CBCS), and credit based semester system (CBSS).
2. It explains how credits are used to measure student workload and learning outcomes, and how grade points and letter grades are assigned to evaluate student performance in courses.
3. The summary also provides an overview of the benefits of academic credit systems, which include keeping track of student progress, determining degree requirements, and estimating program workload.
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The document discusses different aspects of grading systems in education. It defines grading as a process of evaluating student performance on exams using scales with letters or numbers. There are different types of grading systems such as percentage grading from 0-100, letter grading from A-F, norm-referenced grading comparing students, and mastery grading based on attaining a specified level. Direct grading involves directly awarding letter grades without scores while indirect grading uses marks that are then converted to grades. Relative grading compares student performance within a group/class using statistical methods to determine grade ranges, while absolute grading is based on pre-specified standards for performance levels.
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This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
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ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
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Student Name: Madiha Shahid
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This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Validity and objectivity of tests
Validity refers to whether a test measures what it intends to measure. There are several types of validity including content, construct, criterion-related (concurrent and predictive), and face validity. Objectivity means the degree to which different scorers arrive at the same score and is important for validity and reliability. Ensuring objectivity in test construction and scoring can help reduce bias.
Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Differentiated assessment
This document discusses differentiated assessment, which involves gathering data from students in various ways to understand their individual needs, strengths, and learning styles. It defines differentiated assessment as an ongoing process of pre-, during-, and post-instruction assessment using multiple sources. The key aspects are that students differ in how they learn, process information, and demonstrate their knowledge. Effective assessment considers these differences and allows for various options like presentation, process, and product.
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Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Classroom assessment
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
Assessment of Learning
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
Grading system (education)
The document discusses grading in education systems. It provides details on:
1) The history of grading, beginning in 1785 at Yale University where grades were recorded as "Optimi", "second Optimi", and "Inferiores".
2) How grades are calculated today, including using letter grades, percentages, and grade point averages (GPA). GPA is used to assess students' performance over time.
3) International standards for grading and examples of grading systems from countries like the Philippines. The Philippines bases its system on models from Spain and the U.S. but has since developed its own system.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Meaning of Test, Testing and Evaluation
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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Adequacy
A test is a systematic procedure for measuring an individual's behavior that follows specific guidelines to formally and systematically gather information about learners. For a test to be adequate, it must be sufficient for its intended purpose of measuring the knowledge and skills pupils have acquired. However, a test maker should not assume their instrument can measure all a pupil has learned, so they construct test items to representatively sample from the content areas based on a test blueprint to determine educational outcomes. A good test includes items covering different areas of the material assigned and the entire syllabus.
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Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
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一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
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◇面对父母的压力，希望尽快拿到；
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◇回国马上就要找工作，办给用人单位看；
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
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◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
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1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(英国Southampton毕业证书)南安普顿大学毕业证录取通知书一模一样
学校原件一模一样【微信：741003700 】《(英国Southampton毕业证书)南安普顿大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Transit-Oriented Development Study Working Group Meeting
This presentation on TOD best practices and model zoning was shared with the Cuyahoga County TOD working group on June 5, 2024.
2024: The FAR - Federal Acquisition Regulations, Part 38
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Abiy Berehe - Texas Commission on Environmental Quality Updates
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AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
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grading system.pptx
- 3. OTHER TYPES OF GRADING
- 5. ABSOLUTE GRADING : This is the system of assigning grades by which the student get the marks for the answers, depending on how well he has met the requirements of the model answer and is expressed as percentage.
- 6. • When using absolute grading it is useful to use the analytic method of marking. • A marking key is prepared in advance and marks are allotted to the specific point of content in the model answer. • This is a more reliable method. ABSOLUTE GRADING:
- 7. This type of grading tells the student how his answers rated in relation to other students doing the same test, by indicating whether or not he is average, above average or below average.. RELATIVE GRADING
- 8. Relative grading, uses a literal scale A, B, C and E With a relative grading it is better to use the global method of marking. The global method of marking also requires a model answer, but serves only a standard of comparison. The grades used are scales and points are given as per scale CONT……
- 9. Criteria for evaluation differ from board to board and from university to university. Marks awarded by examiners are not scaled properly. A difference of only 1% changes the entire status of an examinee. Need for Grading System
- 10. A+, A, A- Full mastery of the subject; in the case of the grade of A + the student must be of extraordinary distinction. THE GRADING SYSTEM
- 11. • Good comprehension of the course material; • A good command of the skills needed to work with the course material; and • The student's full engagement with the course requirements and activities. B+, B, B-
- 12. Adequate and satisfactory comprehension of the course material; The skills needed to work with the course material; The student has met the basic requirements for completing assigned work and participating in class activities. C+, C, C-
- 13. Unsatisfactory, but some minimal command of the course materials; some minimal participation in class activities that is worthy of course credit toward the degree. D+,D,D-
- 14. E Unsatisfactory and unworthy of course credit towards the degree. E
- 15. Grade Percentage of class assigned with grades O Top 7% of a class group A Top Middle 24% of a class group B Middle 38% of a class group C Bottom Middle 24% of a class group D Bottom 7% of a class group RELATIVE SCALE:
- 16. Cumulative grade point average: It is a measure of overall cumulative performance of a student over all semesters. The CGPA is the ratio of total credit points secured by a student in various courses in all semesters and the sum of the total credits of all courses in all the semesters. It is expressed up to two decimal places. Definitions of terminologies related to grading as per UGC
- 17. CGPA CALCULATION
- 18. It is a numerical weight allotted to each letter grade on a 10 point scale. GRADE POINT:
- 19. It is an index of the performance of students in a said course. Grades are denoted by letters O, A+, A, B + B, C, P and F. Letter grade:
- 20. An educational program leading to the award of a degree, diploma or certificate. Program:
- 21. It is a measure of performance of work done in a semester. It is ratio of total credit points secured by a student in various courses registered in a semester and the total course credits taken during that semester. It shall be expressed up to two decimal places. Semester grade point average (SGPA):
- 22. Each semester will consist of 15- 18 weeks of academic work equivalent to 90 actual teaching days. The odd semester may be scheduled from July to December and even semester from January to June. Semester:
- 23. Based on the grades earned, a grade certificate shall be issued to all the registered students after every semester. The grade certificate will display the course details (code, title, number of credits, grade secured) along with SGPA of that semester and CGPA earned till that semester. Transcript or grade card or certificate: