AS YONSEI University shifts back to mainly offline classes, there are many operational changes that have been noticeable—one of them being the grading method. When classes were carried out online, professors used absolute grading methods to measure students’ performances. However, now, professors are reinforcing relative grading methods, prompting discussions about their advantages and disadvantages.

The different grading methods

   There are two types of grading methods used to evaluate students’ academic achievements in courses—absolute and relative grading. Absolute grading is an evaluation system in which grades are determined by where students’ scores fall in pre-determined ranges; for example, all students who score between 95 and 100 may get an A+ and students who score between 89 and 94 may get an A, et cetera. Thus, as long as their score is above a certain threshold, they will receive the corresponding grade. On the other hand, relative grading is a method in which students’ grades are decided by how well they do compared to the other students in the class. In this case, professors usually decide beforehand on a specific quota per grade. Naturally, the specifics of the grading criteria, such as what percentage of students will be able to receive each letter grade, varies by professor and course. Sometimes, professors decide to change their grading criteria depending on the students’ performance level throughout the semester. For example, if students score lower than expected, absolute grading cut-off levels or weightings for exams are altered.

   Before 2019, most courses offered by Yonsei were required to use relative grading standards—bar a few exceptions such as courses with less than nine enrolled students. However, this policy changed starting from the spring semester of 2019 when departments and professors were given the freedom to decide their own evaluation methods[1]. In 2020 and 2021, because of the COVID-19 pandemic, classes were mostly held online. During this period, most courses had to be evaluated with absolute grading. However, the end of online classes from the second semester of 2022 brought back relative grading for many courses.

Evaluation standards in domestic universities

   Yonsei’s College of Medicine operates a little differently from the university. Since 2014, the College of Medicine has exclusively used an absolute grading system and eliminated letter grades. Instead, students’ performances are categorized as either a “pass” or “non-pass” in accordance with preestablished achievement standards[1]. While this system was initially met with concern, it has proven to be worthwhile as students note a shift towards a more collaborative culture among peers. Also, students reportedly participate in more volunteer and research activities, which is reflected by the increase in the number of international academic journal papers written by students and professors together[2].

   When Yonsei’s grading limitations are compared to those of other domestic universities, there is not much difference. For example, Seoul National University has similar restrictions placed on how many students can receive a certain grade. Only 20 to 30% of students can receive an A grade, 30 to 40% for a B grade, and 30 to 50% for a C grade and below[3]. The relative grading criteria for Korea University, excluding courses with special specifications, states that 0 to 35% can receive A grades, 0 to 70% can receive B grades, and at least 30% must receive C grades or below. However, most major courses at Korea University use absolute grading systems after Korea University revised its course policies in 2015[4].

Advantages of absolute grading

   Students often take into consideration course grading criteria when choosing what classes to take for the upcoming semester. Often, absolute grading is the preferred grading method for many students for multiple reasons. For one, there is no upper limit on how many students are permitted to receive each grade.  In other words, if every single student in the course is eligible to receive an A grade, they will.

   In an interview with The Yonsei Annals, Joo Jin-young (Jr., UIC, Quantitative Risk Management) commented that one of the biggest advantages of absolute grading is that there is no comparison to others. From Joo’s personal experience as a UIC student, she is often required to write essays in English—which is not easy for someone who has not lived abroad. If courses used relative evaluation, she would have been anxious about falling behind her peers who have been practicing writing professional and academic essays in English since high school. However, since they use absolute grading methods, Joo was able to work hard and receive a score that matched her level of effort. 

   Yonsei mandates specific standards for courses that use relative grading that professors must adhere to. For classes with at least 21 students, only the upper 35% of the entire class is able to receive an A grade and up to the next top 35% can receive a B grade. For classes with 20 or fewer students, more generous restrictions are applied with the upper 40% of students allowed to receive an A grade and the next 50% being able to receive a B grade[1]. Additionally, courses that use absolute grading are generally perceived as being easier to get higher marks in. Joo explained that she has seen many posts online written by seniors that grades have been inflated significantly due to absolute evaluation. As she has not experienced the previous grading system, the differences between the two are not so striking. However, she does believe that she was able to at least get a better grade in comparison to her performance. Courses that use absolute grading can also encourage a more collaborative environment amongst peers. Since students do not have to compete to receive better grades, they may be more willing to help each other find resources and succeed together.

Advantages of relative grading

   Despite not being the most popular choice, relative grading still offers many advantages for students. One advantage is that even if most students have low overall scores, up to 35% of the top students will still receive an A grade. Whereas, with absolute grading, the majority of students may be able to get an A grade, but the majority could also get a B or C grade. Thus, as long as a student scores higher than their peers, they are still guaranteed a top grade. This is especially beneficial when an exam turns out to be unexpectedly difficult for students. 

   Joo expressed that the advantages of relative grading become notable when exams are too difficult when weighed up against students’ achievement levels. With relative grading, even score distributions are possible and the disappearance of, for example, A+ grades is prevented. Joo felt that for math and economics courses, which she feels are quite hard, relative evaluation is good as grades match pre-announced rates. Additionally, relative grading provides a better measure of how students compare to their classmates in terms of capabilities. Some professors who run courses known as ggul-gang, which is a term for classes that students consider relatively easier, generally give out A grades easily. In these classes, some students may feel as if their efforts were not appreciated enough if they get the same grade as students who did not try as hard.

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   The pandemic caused significant adjustments to students’ lives. For some at Yonsei, these temporary changes were all that they knew and now that things are going back to “normal,” many are trying their best to adapt. The topic of grading methods implemented across courses is still an ongoing discussion among students. Hopefully, universities are able to weigh up the various advantages and disadvantages of both and establish a system that prioritizes the needs of all.

[1] Yonsei University

[2] The JoongAng

[3] Seoul National University

[4] Korea University