Why 35 Marks Can Still Be a C: Understanding Exam Grade Thresholds
As an educator, I am writing this not for any other purpose than to share the truth with the public.
This article is not written on behalf of any authority or institution, but simply from my professional responsibility as someone who has worked in education for many years.
For the first time in Maldivian history, the grade thresholds (or grade boundaries) for the Secondary School Certificate Examination (SSCE) were published openly. This is a historic step towards transparency in assessment.
At the same time, it has also created confusion and concern among parents, students, and even some teachers — especially when they saw that a student with 35 marks could still be awarded a C grade.
Because this is new to the Maldivian context, it is natural for people to ask questions. My aim here is to explain what grade thresholds are, why they change, and why they are actually a fairness mechanism used all over the world, not a trick or weakness in the system.
How can a student who scored just 35 marks be awarded a C grade?
These questions are valid, but to answer them we need to understand how grade thresholds work, why they exist, and why they are essential for fairness.
Why do exam papers vary even if the syllabus is the same?
Even though students study the same syllabus, exam papers are never identical. Each year, exam boards must create new questions:
- Some years, questions are slightly harder (e.g., requiring deeper analysis).
- Other years, questions are more straightforward.
If raw mark cut-offs were fixed (like 70% = A every year), students sitting a harder paper would be unfairly penalized. Thresholds adjust for this variation, ensuring fairness across years (Ofqual, 2014; Cambridge Assessment, 2023).
What are grade thresholds and why do they matter?
Grade thresholds are the minimum marks required to earn a grade, like C, B, or A.
- They are not fixed percentages.
- They ensure a student of the same ability earns the same grade every year.
Minister’s Clarification
As the hon. minister highlighted, “student attainment is judged against standards, not raw marks.”
He further clarified that grade thresholds are not indicators of student weakness, but fairness mechanisms designed to ensure comparability across years. According to the Minister, thresholds are set through a combination of statistical equating (such as Z-scores and prior attainment models) and expert examiner judgment — not fixed raw mark cut-offs.
In short: thresholds ensure that a C in 2025 means the same as a C in 2020.
How do statistics (Z-scores) and examiner judgment work?
Statistical Equating (Z-scores):
- In Year A, the paper is relatively easy, and the average score is 65/100.
- In Year B, the paper is harder, and the average drops to 52/100.
If the grade cut-off for a “C” was fixed at 50 marks, students in Year A would have an unfair advantage, while students in Year B would be unfairly penalized. Z-scores resolve this by comparing how far each student’s performance is from the overall average, not just raw marks.
This way, a student slightly above average in both years still gets the same grade.
Expert Judgment:
Numbers alone aren’t enough. Senior examiners review scripts around grade boundaries. For example, they may check scripts scoring between 38–42 marks to decide if they genuinely reflect the quality of a Grade C standard. If the work shows the required skills, then the threshold for C may reasonably be set at 35 that year.
Together:
This balance of statistics and expert judgment ensures that grades reflect consistent standards across years (Newton, 2007).
DPE Clarification
Mr. Sulthan Ramiz, Head of the Department of Public Examinations (DPE), explained that the Maldives follows all required procedures to set thresholds, using both statistical models and examiner reviews. He confirmed that the process was also verified by Cambridge, who assured that this is the same standard they use internationally.
What would happen if there were no thresholds?
Without thresholds:
- Students taking a harder paper could get unfairly low grades.
- Students taking an easier paper could get inflated grades.
- Grades would lose meaning — universities and employers couldn’t trust them.
- Schools might focus only on raw marks instead of real understanding.
Thresholds are the safety mechanism that protects students.
Are thresholds used only in the Maldives?
No. Thresholds are a global best practice:
- Cambridge International (IGCSE & A Levels): grade boundaries change yearly.
- Ofqual, UK (GCSE & A Levels): thresholds adjusted to maintain standards.
- Singapore: some exams use bell-curve grading (Tan et al., 2020).
- India: moderation policies (CBSE, ICSE) ensure fairness.
- USA (SAT, GRE): Use equating so that a scaled score (e.g., 600) always represents the same level of ability across years, even if the raw marks needed to reach it change.
- Sri Lanka: Z-scores are used for university entrance (Aturupane, 2011).
These examples show thresholds are not arbitrary — they are global fairness practices.
Misconceptions about thresholds
- “Lower thresholds mean weaker students.” ❌ False. They reflect paper difficulty, not student ability.
- “High thresholds mean better students.” ❌ Not necessarily; the paper may be easier.
- “Thresholds are arbitrary.” ❌ Wrong. They are based on data + expert judgment.
- “Thresholds are fixed before the exam.” ❌ Incorrect. They are set after marking.
Why do thresholds matter for Maldivian students?
Many Maldivian students sit both local and international exams. When thresholds are misunderstood, it leads to confusion and frustration.
- A student scoring 65% this year and another scoring 65% next year might receive different grades.
- But in reality, both grades reflect the same level of achievement for their year.
Thresholds make sure grades stay fair and consistent, no matter how difficult the paper is.
Conclusion
Exams are not simply about percentage marks. They are about maintaining consistent standards across years.
Grade thresholds — determined by statistics and expert judgment, and verified internationally — ensure that an “A” in 2025 means the same as an “A” in 2020. For Maldivian parents and students, understanding this reduces anxiety and builds trust: the system is not designed to trick students, but to protect fairness and credibility.
Teacher FAQ on Grade Thresholds (click to expand)
Q1. If 35 marks can be a C, are marks meaningless?
No. Marks are the raw evidence of performance; thresholds interpret those marks in context so a Grade C represents the same achievement standard each year (Ofqual, 2014; Cambridge Assessment, 2023).
Q2. Can we compare students across different years?
Compare by grade, not raw marks. Thresholds are designed so that a C in 2025 means the same as a C in 2020 (Cresswell, 1996).
Q3. Isn’t it unfair if one year a C is 35 and another year 45?
It would be unfair not to adjust. Thresholds protect students from harder/easier papers so standards remain stable over time (Newton, 2007).
Q4. Is this new in Maldives?
Publishing thresholds is new and improves transparency. The underlying use of thresholds follows international practice (e.g., Cambridge) (Cambridge Assessment, 2023).
Q5. Who sets thresholds—statistics or people?
Both. Statistical equating (e.g., Z-scores) plus expert examiner review of borderline scripts ensure consistent standards (Z-score overview; Cresswell, 1996).
Q6. Isn’t examiner “judgment” subjective?
Judgment is guided by mark schemes and grade descriptors, serving as a quality check so numbers alone don’t distort meaning (Newton, 2007).
Q7. Should schools stop using fixed percentages in internal tests?
Fixed cut-offs can be practical for school quizzes. But high-stakes national/international exams use thresholds to keep results comparable over years (Ofqual, 2014).
Q8. Won’t thresholds make students think they can “pass” with low marks?
No. Thresholds don’t lower standards; they adjust the raw mark needed to reflect the same standard of achievement each year (Cambridge Assessment, 2023).
Q9. How can teachers explain thresholds to parents?
Use an analogy: some years the exam is a steeper climb; thresholds ensure reaching the same height earns the same grade. This helps reduce misconceptions (Tan et al., 2020).
Q10. Why do exam papers vary so much in difficulty if the syllabus is the same?
New papers must sample different skills and topics each year; some sessions lean more on analysis/problem-solving and feel harder. Thresholds compensate so grades remain comparable (Ofqual, 2014; Cambridge Assessment, 2023).
Q11. Are thresholds used globally?
Yes: Cambridge IGCSE/A Levels (annual boundaries), UK GCSE/A Levels (maintaining standards), SAT/GRE (equating scaled scores), Sri Lanka Z-scores for university entry (Cambridge; Ofqual; Aturupane, 2011).
References
Aturupane, H., & Wikramanayake, D. H. (2011). The promotion of social cohesion through education in Sri Lanka (South Asia Human Development Sector Discussion Paper Series No. 46). World Bank. Open Knowledge page | Direct PDF
Cambridge Assessment International Education. (2023). Grade threshold tables (IGCSE and A Levels). Cambridge International. https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-upper-secondary/cambridge-igcse/grade-threshold-tables/
Cresswell, M. (1996). Defining, setting, and maintaining standards in curriculum-embedded examinations. Assessment in Education: Principles, Policy & Practice, 3(2), 133–151. https://doi.org/10.1080/0969594960030202
Newton, P. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice, 14(2), 149–170. https://doi.org/10.1080/09695940701478321
Ofqual. (2014). Maintaining standards in qualifications over time. UK Government Publications. https://assets.publishing.service.gov.uk/media/5fb4fc1ed3bf7f63d7075a39/Maintaining_Standards.pdf
Tan, L. Y. L., Yuen, B., Loo, W. L., Prinsloo, C., & Gan, M. (2020). Students’ conceptions of bell curve grading fairness in relation to goal orientation and motivation. International Journal for the Scholarship of Teaching and Learning, 14(1), Article 7. https://doi.org/10.20429/ijsotl.2020.140107
