Criteria for credit authorization, degree certification, and grade assessment

Diploma Policy (degree conferment policy)

We nurture students who can transform their acquired knowledge into wisdom (application), i.e. as "engineers who think and act for themselves", possess self-driven interests and learn systematically.

Assessment of grades

At KIT, from the perspective of student development, we consider multi-faceted communication with students essential for the improvement of students' motivation for learning and the development of education programs that are appropriate for everyday classwork and its comprehension. In particular, with regard to classwork courses the "Educational Support Plan (syllabus)" is positioned to fulfill that central role, forming a mutual agreement for education between students and teachers. The content of our Educational Support Plan (syllabus) is shown below.


(1) Fundamental information of the subject such as the credits, term and semester
(2) Instructors' information will be noticed in the first lesson.
(3) Educational objectives, keywords and outline of lectures
(4) Text books and reference books to be used
(5) Preliminary remarks and skills for taking classes
(6) Student goals with regard to behavior in relation with educational objectives
(7) Assessment method and grading percentages
(8) The percentages for the total ability indexes are a rough guideline.

(9) Targets for assessment methods and their description and remarks
(10) Ideal target attainment levels and standard target attainment levels

(11) Description of lectures and assignments (preparation/review) with time allocation

In addition, at KIT we hold "Human Power" (strength of character), together with scholarship, in high regard. We are deploying a method of assessment according to which "Scholarship x "Human Power" = comprehensive ability". We implement comprehensive assessment for grading using CLIP (Comprehensive Learning Initiative Process), which was fully introduced in FY2008. With regard to its content (means and ability), in the past, grade assessment was performed based only on the "means"; however, new items corresponding to "ability" have been introduced, with assessment now based on comprehensive ability. This assessment breakdown is shown for all courses and, as a result, it is now possible to evaluate from both sides: scholarship (ability to grasp knowledge, cognitive ability, creativity) and "Human Power" (collaboration/leadership, presentation/expression/communication, study attitude / ambition). As an example of grade assessment using CLIP, an assessment breakdown for the third-year compulsory subject of Scientist and Engineer Ethics is shown below.
Of special note is the rule which states that the exam grade must account for less than 40% of the total grade. Assessment is carried out based on a variety student work, not just on test scores.

Grade assessment using CLIP (reference: Scientist and Engineer Ethics)
Index and method
Test Quiz
Small test
Report Presentation Work Portfolio Other Total
Comprehensive assessment breakdown 20 15 35 15 0 5 10 100
Comprehensive ability index Ability to capture knowledge 8 7 10 0 0 0 0 25
Ability to think, reason and create 8 8 10 5 0 0 0 31
Collaboration, leadership 0 0 0 5 0 0 0 5
Presentation, expression, communication 4 0 5 5 0 0 0 14
Study attitude, motivation 0 0 10 0 0 5 10 25

All course grades at the KIT are assessed using a comprehensive assessment score with a maximum of 100.

Comprehensive assessment score, grades and final decision
Comprehensive assessment score Grade Judgement
100~90 S (Outstanding) Pass
89~80 A (Excellent)
79~70 B (Good)
69~60 C (Satisfactory)
Humanity and Nature Seminar I/ II/ III Pass
59~ 0 D (grades unsatisfactory) Fail
- F (attendance unsatisfactory)
Humanity and Nature Seminar I/ II/ III Fail