The Results Analyses Report Spring 23 Media Studies

Semester Spring 2023 Result Assessment Report
Media Studies. Main Campus. Karachi
The Results Analyses Report

(Semester Spring 2023)
Department of Media Studies
Iqra University
(Main Campus) Karachi
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This pursuit begins by acknowledging the Vice Chancellor's valid concerns over the unusually high
percentage of above-average grades in the Media Studies department, reflected in the results of the
semester Spring 23
As an academician and the head of the Media Studies department, the issue of an unusually high
percentage of above-average grades in the previous semester's results demands thoughtful reflection
and a critical examination.
The Vice Chancellor's concern about the potential leniency in assessments is quite valid, and besides
that, this short report aims to provide insights into the possible reasons behind this phenomenon while
suggesting measures to rectify the problem and achieve more realistic and authentic assessment
practices.
The situation invites us to critically examine the practice of teaching learning and assessment in the
department that cannot be attributed solely to the lenient assessment of the assignments and projects
by our visiting faculty but to recognize the challenges posed by the diversity of assignments and the
subjective nature of creativity assessment.
Understanding the Phenomenon:
The diversity of course assignments in Media Studies, ranging from quizzes to collaborative projects like
short film production and advertising campaigns, adds complexity to the assessment process. The
subjectivity inherent in appreciating creativity and the emphasis on both the process and the product
makes it challenging to maintain consistent evaluation standards. The appreciation for creativity often
contributes to inflated grades, especially when the subjective aspects of assignments are prioritized over
concrete learning outcomes.
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Parameter-1 (Year-wise) Year-1

1st Year
A 16%
B 19%
B+ 19%
C 11%
C+ 12%
F 15%
SOA 6%
I 0%
W 3%
Total 2089
Key Observations and Actions:
1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades

across all disciplines during Spring 2023 raises a significant concern. While it reflects an
apparent commendable understanding and student engagement, it also hints at a potential
grade inflation issue. Such a frequent occurrence of these grades should prompt a critical
assessment of our grading standards to ensure rigorous evaluation.
2. Notable Prevalence of A Grades: The distribution of A grades, comprising 16% of the results,
is a cause for concern. While it suggests that a notable proportion of students are
performing exceptionally well, this high ratio of A grades could signify a concerning trend of
leniency in grading. This trend may stem from effective teaching strategies and dedicated
student efforts, but it's crucial to reevaluate our assessment practices to maintain academic
rigor and uphold the integrity of our grading system.
3. Noteworthy Accumulation of High Grades (A, B+, and B): The combined percentage of A, B+,
and B grades in the 1st year, Spring 2023 results accounts for a substantial 54%. While this
suggests that a significant portion of students are performing well, such a high
concentration of these grades underscores a critical concern. It prompts us to closely
examine our grading standards to ensure that they remain rigorous and that the allocation
of high grades accurately reflects outstanding student achievements. Addressing this issue is
vital to maintaining academic integrity and upholding the value of our degrees.
4. Attention to C and Below: The combined distribution of C and C+ grades at 23% calls for
targeted interventions to support these students. Identifying the root causes behind this
distribution and implementing tailored academic support is crucial.
5. Mitigating Failures: While the F grade distribution stands at 15%, implementing early
intervention mechanisms can potentially reduce this percentage. This includes offering
additional resources and support to struggling students.
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6. Attendance and Withdrawals: The 6% short of attendance and 3% withdrawal rates

underline the need for increased student engagement strategies and support mechanisms.
By addressing these areas, we can enhance overall participation and commitment.
2nd Year
A 15%
B 18%
B+ 20%
C 13%
C+ 14%
F 12%
SOA 3%
I 0%
W 4%
Total 1937
Observations and Strategy:

3. Elevated Proportion of High Grades (A, B+, and B): When we combine the percentages of A,
B+, and B grades in the 2nd year, Spring 2023 results, it forms a significant 53%. While this
may suggest commendable performance by students, it raises a pertinent concern. The
concentration of these high grades at such levels necessitates a thorough review of our
grading criteria to ensure that they align with the intended standards of academic
excellence. It's imperative to maintain the integrity of our grading system and ensure that
high grades truly reflect outstanding student accomplishments.
4. Attention to C and Below: The distribution of C and C+ grades (27%) emphasizes the need
for targeted support to bridge gaps in understanding and performance.
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5. Addressing Failures: The 12% F grade distribution warrants focused intervention to uplift
struggling students. Early identification and tailored support are pivotal.
6. Attendance and Withdrawals: The 3% short of attendance and 4% withdrawal rates indicate
areas for improving student engagement and fostering commitment.
3rd Year
A 30%
B 18%
B+ 27%
C 5%
C+ 9%
F 8%
SOA 3%
I 0%
W 3%
Total 1514
Insights and Actions:

2. Notable Prevalence of A Grades: The distribution of A grades, comprising 30 % of the results,

3. Above normal prevalence of High Grades (A, B+, and B): The combination of A, B+, and B
grades in the 3rd year. Spring 2023 results forms a substantial 75%. While this signifies a
significant number of students performing admirably, it prompts a critical evaluation. Such a
pronounced concentration of high grades necessitates a thorough examination of our
grading criteria to ensure they align rigorously with our academic standards. Upholding the
credibility of our grading system is paramount, and it's essential to ensure that high grades
genuinely reflect exceptional student accomplishments.
4. Optimizing C and C+ Performance: Focused interventions should target the 14% distribution
of C and C+ grades, ensuring enhanced understanding and engagement.
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5. Addressing Failures: The 8% F grade distribution requires attention, emphasizing the

importance of timely interventions to support struggling students.
6. Attendance and Withdrawals: A 3% short of attendance and 3% withdrawal rate signal

opportunities for increased student engagement and commitment.
Parameter-1 (Year-wise) Year- 4
4th Year
A 25%
B 17%
B+ 23%
C 2%
C+ 5%
F 3%
SOA 2%
FAIL 2%
I 1%
PASS 19%
W 1%
Blank 0%
Total 1530
Key Takeaways and Strategies:

3. Prominent Prevalence of High Grades (A, B+, and B): When we combine the percentages of
A, B+, and B grades in the 4th year, Spring 2023 results, it comprises a notable 65%. While
this may indicate a substantial number of students achieving commendable performance, it
raises a critical concern. Such a significant concentration of high grades warrants a thorough
evaluation of our grading standards to ensure they uphold the requisite standards of
academic rigor. It is imperative to safeguard the credibility of our grading system and
guarantee that high grades genuinely reflect exceptional student achievements.
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4. Optimizing C and C+ Performance: Strategies should target the 7% distribution of C and C+

grades to ensure comprehensive understanding.
5. Minimizing Failures: With only a 3% FAIL distribution, we should continue to provide timely
interventions and support for at-risk students.
the potential for enhanced student engagement.
Comparison year1,2,3, and 4
Comparison of the grade distribution for the Spring 2023 semester across the four academic years:
Year A B B+ C C+ F SoA I W
1st 15% 18% 20% 13% 14% 12% 3% 0% 3%
2nd 16% 19% 19% 11% 12% 15% 6% 0% 4%
3rd 30% 18% 27% 5% 9% 8% 3% 0% 3%
4th 25% 17% 23% 2% 5% 3% 2% 1% 1%
Insights:
1. A Grade Performance: The 3rd year showcases remarkable A grade performance at 30%,
while 4th year follows closely at 25%.
2. B and B+ Consistency: The 2nd year sustains a balanced distribution of B and B+ grades
around 37%, aligning closely with the 3rd year's 45%.
3. Challenges in C and Below: The 3rd year has the lowest C and below grades (7%), compared
to the 4th year's 7%, indicating consistent efforts in managing lower-tier performance.
4. Handling Failures: The 1st year experiences a significant F grade distribution at 12%, while
the 4th year successfully reduces it to 3%.
5. Attendance and Withdrawals: The 1st year grapples with 6% short of attendance and 3%
withdrawals, whereas these figures are relatively lower in other years.
6. Incompletes and PASS: Incompletes are consistently low across years, while the 3rd year
demonstrates a noteworthy 19% PASS rate.
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Parameter- 2 (Semester-wise)
Semester – 1
1st Semester
A 15%
B 19%
B+ 16%
C 12%
C+ 11%
F 19%
short of attendance 6%
withdrawn 2%
Total 1092
Key Observations and Insights:

1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades in
the 1st Semester of Spring 2023 raises a significant concern. While it implies commendable
understanding and student engagement, this pattern may hint at a potential grade inflation
issue. Such frequent occurrences of these grades should prompt a critical assessment of our
grading standards to ensure they adhere to rigorous evaluation.
2. Notable Prevalence of A Grades: The distribution of A grades, constituting 15% of the 1st
Semester results, is a cause for concern. While it suggests a notable proportion of students
are performing exceptionally well, this high ratio of A grades could signify a concerning
trend of leniency in grading. This trend may be attributed to effective teaching strategies
and dedicated student efforts, but it's imperative to reevaluate our assessment practices to
maintain academic rigor and uphold the integrity of our grading system.
3. Prominent Prevalence of High Grades (A, B+, and B): Combining the percentages of A, B+,
and B grades in the 1st Semester of Spring 2023 results in a notable 50%. While this may
indicate that a substantial number of students are achieving commendable performance, it
raises a critical concern. Such a significant concentration of high grades necessitates a
thorough evaluation of our grading standards to ensure they uphold the requisite standards
of academic rigor. It's crucial to safeguard the credibility of our grading system and
guarantee that high grades genuinely reflect exceptional student achievements.
grades in the 1st Semester to ensure comprehensive understanding and improvement in
this category.
5. Minimizing Failures: With a 19% FAIL distribution, we should intensify efforts to provide
timely interventions and support for at-risk students, as this is a relatively high percentage.
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the potential for enhanced student engagement. Strategies should be implemented to
improve attendance and minimize withdrawals to ensure students have the best
opportunities for success
Semester – 2
2nd Semester
A 18%
B 19%
B+ 24%
C 10%
C+ 12%
F 10%
withdrawn 3%
Total 954
1. Promising B+ Distribution: The 24% B+ grade distribution showcases a strong performance,

reflecting commendable student understanding.
2. Consistent B and A Performance: The combined distribution of B and A grades (37%)

underscores a stable grasp of the course material.
3. C and C+ Proficiency: Students' performance in the C and C+ categories (22%) warrants strategic
attention to enhance their understanding.
4. Effective Failures Management: A 10% F grade distribution indicates successful intervention

strategies for struggling students.
5. Engagement and Attendance: Short of attendance (5%) and withdrawals (3%) suggest scope for
increased student engagement and commitment.
Strategies for Progress:
1. Building on B+ Excellence: Recognize and celebrate the strong B+ performance while fostering
continued academic excellence.
2. Balancing B and A Grades: Maintain the consistency of B and A grades to ensure a well-rounded
assessment approach.
3. Supporting C and C+: Develop focused support programs to enhance students' performance in
the C and C+ categories.
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4. Sustained Engagement Efforts: Implement strategies that encourage active participation,

reducing shortfalls and withdrawals.
Semester – 3
3rd Semester
A 21%
B 18%
B+ 13%
C 13%
C+ 14%
F 13%
withdrawn 4%
Total 786

1. Concerning Frequency of B and B+ Grades: The distribution of B and B+ grades in the 3rd
Semester of Spring 2023 indicates a consistent pattern that warrants attention. While it
suggests commendable understanding and engagement among students, it may also hint at
a potential issue of grade inflation. Such frequent occurrences of these grades should
prompt a critical assessment of our grading standards to ensure they adhere to rigorous
evaluation.
2. Notable Prevalence of A Grades: The distribution of A grades, comprising 21% of the 3rd
Semester results, is noteworthy. While it indicates that a substantial proportion of students
are performing exceptionally well, this high ratio of A grades could signify a concerning
trend of leniency in grading. This trend may be attributed to effective teaching strategies
and dedicated student efforts, but it's imperative to reevaluate our assessment practices to
maintain academic rigor and uphold the integrity of our grading system.
and B grades in the 3rd Semester of Spring 2023 results in a significant 52%. While this
suggests that many students are achieving commendable performance, it raises a critical
concern. Such a concentration of high grades necessitates a thorough evaluation of our
grading standards to ensure they uphold the requisite standards of academic rigor.
Safeguarding the credibility of our grading system and ensuring that high grades genuinely
reflect exceptional student achievements is paramount.
grades in the 3rd Semester to ensure comprehensive understanding and improvement in
this category.
5. Minimizing Failures: With a 13% FAIL distribution, it's essential to intensify efforts to provide
timely interventions and support for at-risk students.
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room for improvement in student engagement and retention. Strategies should be
implemented to enhance attendance and minimize withdrawals, offering students the best
opportunities for success
Semester – 4
4th Semester
A 12%
B 19%
B+ 23%
C 12%
C+ 14%
F 12%
withdrawn 4%
Total 1120
1. Concerning Frequency of B and B+ Grades: The distribution of B and B+ grades in the 4th
Semester of Spring 2023 shows a consistent pattern that warrants attention. While it
suggests commendable understanding and engagement among students, it may also
indicate a potential issue of grade inflation. Frequent occurrences of these grades should
trigger a critical review of our grading standards to ensure they maintain rigorous
evaluation.
2. Notable Prevalence of A Grades: The distribution of A grades, comprising 12% of the 4th
Semester results, is notable. It indicates that a significant proportion of students are
performing exceptionally well. However, this high ratio of A grades could signify a
concerning trend of leniency in grading. While it may be attributed to effective teaching
strategies and dedicated student efforts, it's essential to reevaluate our assessment
practices to maintain academic rigor and uphold the integrity of our grading system.
and B grades in the 4th Semester of Spring 2023 results in a considerable 54%. While this
suggests many students are achieving commendable performance, it raises a critical
reflect exceptional student achievements is vital.
grades in the 4th Semester to ensure comprehensive understanding and improvement in
this category.
5. Minimizing Failures: With a 12% FAIL distribution, it's crucial to intensify efforts to provide
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opportunities for success.
Semester – 5
5th Semester
A 24%
B 22%
B+ 25%
C 5%
C+ 12%
F 8%
withdrawn 3%
Total 712
Semester of Spring 2023 reveals a consistent pattern. While it suggests commendable
understanding and engagement among students, it's essential to monitor this trend for
potential grade inflation. Frequent occurrences of these grades should trigger a critical
review of our grading standards to ensure they maintain rigorous evaluation.
Semester results, is significant. It indicates that a substantial proportion of students are
and B grades in the 5th Semester of Spring 2023 results in a considerable 71%. While this
this category.
5. Minimizing Failures: With an 8% FAIL distribution, it's crucial to intensify efforts to provide
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Semester – 6
6th Semester
A 34%
B 13%
B+ 25%
C 6%
C+ 7%
F 8%
incomplete grade 1%
withdrawn 2%
Total 861

Semester of Spring 2023 demonstrates a consistent pattern. While it suggests commendable
Semester results, is substantial. It indicates that a significant proportion of students are
and B grades in the 6th Semester of Spring 2023 results in a significant 72%. While this
this category.
5. Minimizing Failures: With an 8% FAIL distribution, it's crucial to intensify efforts to provide
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6. Attendance, Incompletes, and Withdrawals: The 5% short of attendance, 1% incomplete

grade, and 2% withdrawal rates indicate room for improvement in student engagement,
completion of coursework, and retention. Strategies should be implemented to enhance
attendance, reduce incompletes, and minimize withdrawals, offering students the best
Semester – 7
7th Semester
A 23%
B 19%
B+ 27%
C 3%
C+ 6%
F 4%
FAIL 1%
I 1%
PASS 13%
withdrawn 2%
BLANK 0%
Total 1158
Semester of Spring 2023 demonstrates a consistent pattern. While it suggests commendable
Semester results, is substantial. It indicates that a significant proportion of students are
and B grades in the 7th Semester of Spring 2023 results in a significant 69%. While this
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this category.
5. Minimizing Failures: With a 4% FAIL distribution and 1% I (Incomplete) distribution, it's

crucial to intensify efforts to provide timely interventions and support for at-risk students
and ensure that incomplete grades are addressed promptly.
6. Attendance, Withdrawals, and Blank Results: The 1% short of attendance, 2% withdrawal

rates, and 0% blank results indicate room for improvement in student engagement,
retention, and completion of coursework. Strategies should be implemented to enhance
attendance, reduce withdrawals, and address incomplete coursework, offering students the
best opportunities for success.
Semester – 8
8th Semester
A 0.26728972
B 0.125233645
B+ 0.164485981
C 0.022429907
C+ 0.020560748
F 0.018691589
short of 0.024299065
attendance
FAIL 0.041121495
I 0.020560748
PASS 0.28411215
withdrawn 0.011214953
Total 535
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Conclusion - Comparison of Eight Semesters' Data:
Sem A B B+ C C+ F SoA I P W
1 15% 19% 16% 12% 11% 19% 6% 0% - 2%
2 18% 19% 24% 10% 12% 10% 5% 0% - 3%
3 21% 18% 27% 5% 9% 8% 3% 0% - 3%
4 12% 19% 23% 2% 5% 3% 2% 1% 19% 1%
5 24% 22% 25% 5% 12% 8% 1% 0% 13% 2%
6 34% 13% 25% 6% 7% 8% 5% 1% - 2%
7 23% 19% 27% 3% 6% 4% 1% 1% 13% 2%
8 27% 13% 16% 2% 2% 2% 2% 1% 28% 1%
Notable Prominence of
B and B+
Semester A High Grades (A, B+, C and C+ Improvement
Consistency
Grades B)
1st Consistent 15% Yes (66%) Improvement Needed
2nd Consistent 16% Yes (53%) Improvement Needed
3rd Consistent 21% Yes (75%) Improvement Needed
4th Consistent 12% Yes (65%) Improvement Needed
1. In examining the data across all eight semesters, it becomes evident that consistent patterns
persist. These patterns include the frequent occurrence of B and B+ grades, notable
percentages of A grades, and a concentration of high grades (A, B+, and B) comprising the
indicated percentages. There is also room for improvement in the distribution of C and C+
grades, the need to minimize failures and incompletes, and an opportunity to enhance
attendance and reduce withdrawals.
2. To maintain academic rigor and uphold grading integrity, continuous monitoring of grading
standards and comprehensive support for students are paramount across all semesters.
These measures are essential for enhancing academic performance and ensuring the
credibility of our grading system throughout the university's academic journey.
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Parameter- 3 (Visiting Faculty)
Visiting Faculty
A 22%
B 18%
B+ 23%
C 9%
C+ 10%
F 10%
SOA 3%
PASS 3%
W 3%
Total 6455
Insights and Observations:
The data provided represents the distribution of grades for the previous semester Spring 2023. It
appears that a significant percentage of students received high grades, particularly A, B+, and B, which
might be seen as lenient grading by the visiting faculty.
1. A - 22%: A is typically considered an excellent grade, and a 22% distribution suggests a relatively
high proportion of students receiving top grades.
B+ - 23%: B+ is also a fairly high grade and a 23% distribution is significant.
B - 18%: Similar to B+, a high percentage of students received B grades.
When we combine these three grades (A, B+, and B), we see that a total of 63% of students
received grades in the A to B range. This is a substantial percentage and raises questions about
the distribution of above-average grades.
2. C - 9%: While C is considered an average grade, its relatively low percentage suggests that fewer
students received grades in the average range.
3. C+ - 10%: C+ is slightly above average, and a 10% distribution indicates a significant number of
students receiving grades above the average.
4. F - 10%: F represents a failing grade, and having 10% of students receive this grade may raise
concerns about the course's difficulty or the students' performance.
5. SOA (Satisfactory with Outstanding Achievements) - 3%: SOA is typically a positive grade,
indicating that students exceeded expectations. A 3% distribution suggests some students
performed exceptionally well.
6. PASS - 3%: PASS indicates that students met the minimum requirements to pass the course. It's
notable that only 3% of students received this grade.
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7. W - 3%: W stands for Withdrawal, meaning students withdrew from the course before
completing it. A 3% withdrawal rate is relatively low.
Parameter- 4 (Permanent Faculty)
Permanent Faculty
A 8%
B 18%
B+ 14%
C 11%
C+ 11%
F 11%
SOA 4%
FAIL 2%
I 1%
PASS 16%
W 4%
Total 760
1. When we combine these three grades (A, B+, and B), we see that a total of 40% of students
received grades in the A to B range. This is a more balanced distribution compared to the
previous data and may indicate a stricter grading approach.
A - 8%: A represents an excellent grade, and an 8% distribution suggests that only a small
percentage of students received top grades in this assessment by permanent faculty.
B - 18%: B represents an above-average grade, and an 18% distribution indicates a significant
number of students received above-average grades.
B+ - 14%: B+ is also above average, and a 14% distribution suggests that a notable portion of
students received grades above the average range.
2. C - 11%: C represents an average grade, and an 11% distribution suggests that a significant
portion of students received average grades.
3. C+ - 11%: C+ is slightly above average, and an 11% distribution indicates that a notable number
of students received grades above the average.
4. F - 11%: F represents a failing grade, and an 11% distribution is significant. This suggests that a
considerable proportion of students did not perform well in this assessment.
5. SOA (Satisfactory with Outstanding Achievements) - 4%: SOA is a positive grade indicating that
some students exceeded expectations. A 4% distribution suggests that a smaller percentage of
students performed exceptionally well.
6. FAIL - 2%: FAIL indicates that students did not meet the minimum requirements to pass the
course. A 2% failure rate is relatively low.
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7. I (Incomplete) - 1%: An incomplete grade is typically given when a student has not completed all
the required coursework. A 1% distribution is relatively low.
8. PASS - 16%: PASS indicates that students met the minimum requirements to pass the course.
This is the most common grade, with 16% of students receiving it.
9. W - 4%: W stands for Withdrawal, indicating that some students withdrew from the course
before completing it. A 4% withdrawal rate is relatively moderate.
Comparison of the approaches of visiting and permanent faculty in awarding grades
Visiting Faculty:
1. Higher Percentage of A, B+, and B Grades: Visiting faculty awarded a combined 63% of A, B+,
and B grades. This suggests a more generous distribution of high grades, possibly indicating
leniency in grading or a particularly strong student cohort.
2. Lower Percentage of C Grades: Visiting faculty assigned only 9% of C grades, indicating that
fewer students received average grades.
3. Higher Percentage of F Grades: A relatively high 10% of students received F grades, which is a
failing grade. This might indicate that some students struggled significantly in their courses.
4. Balanced Percentage of PASS Grades: The percentage of PASS grades was 3%, which suggests
that a minimal number of students received the minimum passing grade.
5. Equal Percentage of SOA and FAIL Grades: Both SOA (Satisfactory with Outstanding
Achievements) and FAIL grades were at 3%. This implies that a similar proportion of students
either excelled or failed.
Permanent Faculty:
1. Lower Percentage of A, B+, and B Grades: Permanent faculty assigned a combined 40% of A, B+,
and B grades. This suggests a more conservative distribution of high grades compared to visiting
faculty.
2. Higher Percentage of C Grades: A significant 11% of students received C grades, indicating a

more substantial number of average grades.
3. Similar Percentage of F Grades: The F grade distribution was at 11%, which is comparable to
visiting faculty, suggesting that a similar proportion of students struggled in both cases.
4. Higher Percentage of PASS Grades: A notable 16% of students received PASS grades, indicating
that a higher proportion of students met the minimum requirements to pass the course.
5. Lower Percentage of SOA and FAIL Grades: The percentage of SOA was 4%, while FAIL was at
2%. This suggests that permanent faculty awarded fewer exceptional grades but also had a
lower failure rate compared to visiting faculty.
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Comparison Conclusions
1. Grade Distribution: Visiting faculty appeared to assign a more significant percentage of high
grades (A, B+, B) compared to permanent faculty. This suggests a potentially more lenient
grading approach or a unique student cohort for visiting faculty.
2. Average Grades: Permanent faculty assigned a more substantial percentage of C grades and had
a higher percentage of students passing with a PASS grade. This indicates that permanent
faculty might have a more balanced approach to grading, with a broader distribution of grades.
3. Failure Rates: The failure rates were somewhat similar between the two groups. However,
permanent faculty had a slightly lower failure rate (2% compared to 10% for visiting faculty),
indicating that they may have implemented slightly stricter grading standards.
4. Exceptional and Incomplete Grades: Visiting faculty assigned an equal percentage of SOA and
FAIL grades (3% each), while permanent faculty awarded more PASS grades (16%) and had a
higher percentage of I (Incomplete) grades (1%). This suggests that permanent faculty may have
been more accommodating in allowing students to complete their coursework.
Parameter- 5 (Mandatory Courses/Common Option Courses)
Mandatory Courses
University Mandatory
A 11%
B 20%
B+ 16%
C 14%
C+ 15%
F 16%
SOA 4%
W 3%
Total 2120
received grades in the A to B range. This is a balanced distribution between high and above-
average grades.
A - 11%: A represents an excellent grade, and an 11% distribution suggests that a relatively small
percentage of students received top grades in these mandatory courses.
B - 20%: B represents an above-average grade, and a 20% distribution indicates a significant
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2. C - 14%: C represents an average grade, and a 14% distribution suggests that a significant
3. C+ - 15%: C+ is slightly above average, and a 15% distribution indicates that a notable number of
students received grades above the average.
4. F - 16%: F represents a failing grade, and a 16% distribution is significant. This suggests that a
considerable proportion of students did not perform well in these mandatory courses.
6. W - 3%: W stands for Withdrawal, indicating that some students withdrew from the courses
before completing them. A 3% withdrawal rate is relatively moderate.
Parameter- 5 (Mandatory Courses/Common Option Courses)
Common Option Courses
Common Optional
A 19%
B 17%
B+ 16%
C 16%
C+ 14%
F 12%
SOA 5%
W 4%
received grades in the A to B range. This is a relatively high percentage of above-average and
high grades.
A - 19%: A represents an excellent grade, and a 19% distribution suggests that a relatively high
percentage of students received top grades in these common optional courses.
B - 17%: B represents an above-average grade, and a 17% distribution indicates a significant
2. C - 16%: C represents an average grade, and a 16% distribution suggests that a significant
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students received grades above the average.
4. F - 12%: F represents a failing grade, and a 12% distribution is significant. This suggests that a
considerable proportion of students did not perform well in these common optional courses.
6. W - 4%: W stands for Withdrawal, indicating that some students withdrew from the courses
before completing them. A 4% withdrawal rate is relatively moderate.
Comparison (Mandatory Courses/Common Option Courses)
Mandatory Courses:
1. A Combined Percentage of 47% for A, B+, and B: Mandatory courses had a relatively balanced
distribution of high and above-average grades. While these courses did award a significant
percentage of above-average grades (B+, B), it was not excessively high.
2. C Grades at 14%: A notable proportion of students received average grades (C), indicating that
the grading standards for mandatory courses aim to maintain a balance between high and
average grades.
3. 16% Failure Rate: The failure rate in mandatory courses is relatively high (16%), suggesting that
these courses maintain a certain level of rigor, and not all students meet the minimum
requirements to pass.
4. 4% SOA: Some students performed exceptionally well in mandatory courses, earning the SOA
grade, indicating that high-achieving students were recognized.
Common Optional Courses:
1. A Combined Percentage of 52% for A, B+, and B: Common optional courses had a significantly
higher distribution of high and above-average grades compared to mandatory courses. This
indicates a more generous grading approach in these courses.
2. C Grades at 16%: A similar percentage of students received average grades (C), suggesting that
common optional courses also aim for a balance between high and average grades, but with a
higher proportion of high grades.
3. 12% Failure Rate: The failure rate in common optional courses is lower (12%) compared to
mandatory courses, indicating potentially more leniency in grading standards.
Page | 22
4. 5% SOA: Some students performed exceptionally well in common optional courses, earning the
SOA grade, indicating that high-achieving students were recognized, albeit at a slightly higher
rate compared to mandatory courses.
Comparison:
1. Grade Distribution: Common optional courses had a significantly higher distribution of high
grades (A, B+, B) compared to mandatory courses. This suggests a more generous grading
approach in common optional courses, with a higher proportion of students receiving top
grades.
2. Average Grades: Both mandatory and common optional courses aimed for a balance between
high and average grades, with similar percentages of C grades. However, common optional
courses had a higher proportion of high grades.
3. Failure Rates: Mandatory courses had a higher failure rate (16%) compared to common optional
courses (12%), indicating potentially stricter grading standards and greater academic rigor in
mandatory courses.
Parameter- 5 (Specialization Courses)
TFV
Specialization Film & TV

A 44%
B 15%
B+ 29%
C 2%
C+ 2%
F 4%
Short of 2%
attendance
Withdrawn 2%
Total 558
received grades in the A to B range. This is a remarkably high percentage of high and above-
average grades.
A - 44%: A represents an excellent grade, and a 44% distribution suggests that a very high
percentage of students received top grades in this specialization.
B - 15%: B represents an above-average grade, and a 15% distribution indicates that a smaller
proportion of students received above-average grades.
Page | 23
B+ - 29%: B+ is also above average, and a 29% distribution suggests that a substantial portion of
2. C - 2%: C represents an average grade, and a 2% distribution suggests that a very small
proportion of students received average grades.
3. C+ - 2%: C+ is slightly above average, and a 2% distribution indicates that only a few students
received grades above the average.
4. F - 4%: F represents a failing grade, and a 4% distribution is significant but still relatively low
compared to the percentage of high grades.
5. Short of attendance - 2%: This category suggests that some students did not meet the
attendance requirements for the course, resulting in a 2% distribution.
6. Withdrawn - 2%: The withdrawn category indicates that some students withdrew from the
course before completing it, resulting in a 2% withdrawal rate.

Advertising
Specialization Advertising
A 30%
B 24%
B+ 28%
C 2%
C+ 10%
F 3%
SOA 2%
W 1%
Total 531
received grades in the A to B range. This is a high percentage of high and above-average grades,
although slightly lower than the specialization in Film & TV.
A - 30%: A represents an excellent grade, and a 30% distribution suggests that a relatively high
B - 24%: B represents an above-average grade, and a 24% distribution indicates that a significant
2. C - 2%: C represents an average grade, and a 2% distribution suggests that only a very small
proportion of students received average grades.
Page | 24
compared to the percentage of high grades.
some students exceeded expectations. A 2% distribution suggests that a small percentage of
6. W - 1%: The withdrawn category indicates that some students withdrew from the course before
completing it, resulting in a 1% withdrawal rate.

Animation
Specialization Animation
A 23%
B 14%
B+ 25%
C 12%
C+ 8%
F 9%
Short of attendance 2%
Withdrawn 5%
Total 201
Observations and Insights:

received grades in the A to B range. This is a relatively high percentage of high and above-
average grades.
A - 23%: A represents an excellent grade, and a 23% distribution suggests that a significant
B - 14%: B represents an above-average grade, and a 14% distribution indicates that a smaller
C - 12%: C represents an average grade, and a 12% distribution suggests that a significant
2. C+ - 8%: C+ is slightly above average, and an 8% distribution indicates that a smaller number of
students received grades slightly above the average.
compared to the percentage of high and above-average grades.
Page | 25
4. Short of attendance - 2%: This category suggests that some students did not meet the
attendance requirements for the course, resulting in a 2% distribution.
5. Withdrawn - 5%: The withdrawn category indicates that some students withdrew from the
course before completing it, resulting in a 5% withdrawal rate.
Comparison: Specialization Course Performance, Spring 2023
Film & TV Specialization:
1. A, B+, and B Combined Percentage: 88%: Film & TV had a remarkably high distribution of high
and above-average grades, with 88% of students receiving grades in this range.
2. Low Percentage of C Grades (2%): Film & TV had a very low percentage of average grades,
indicating a grading approach skewed towards high grades.
3. Low Failure Rate (4%): The failure rate in Film & TV was relatively low compared to the
percentage of high grades.
4. Small Percentage of SOA (2%): A small percentage of students received SOA grades, indicating
recognition of high-achieving students.
5. Withdrawal and Short of Attendance Rates (2% each): Both withdrawal and short of attendance
rates were relatively low, suggesting that most students completed the course.
Advertising Specialization:
1. A, B+, and B Combined Percentage: 82%: Advertising had a high distribution of high and above-
average grades, with 82% of students receiving grades in this range.
2. Low Percentage of C Grades (2%): Advertising also had a very low percentage of average grades,
indicating a grading approach skewed towards high grades.
3. Low Failure Rate (3%): The failure rate in Advertising was relatively low compared to the
percentage of high grades.
4. Small Percentage of SOA (2%): A small percentage of students received SOA grades, indicating
recognition of high-achieving students.
5. Withdrawal Rate (1%): The withdrawal rate in Advertising was relatively low, suggesting that
most students completed the course.
Animation Specialization:
1. A, B+, and B Combined Percentage: 62%: Animation had a balanced distribution of high and
above-average grades, with 62% of students receiving grades in this range.
Page | 26
2. Moderate Percentage of C Grades (12%): Animation had a significant percentage of average

grades, indicating a grading approach aiming for a balance between high and average grades.
3. Moderate Failure Rate (9%): The failure rate in Animation was moderate, with a higher
percentage of failing grades compared to Film & TV and Advertising.
4. C+ Grades (8%): A notable percentage of students received C+ grades, indicating recognition of

slightly above-average performance.
5. Withdrawal Rate (5%): The withdrawal rate in Animation was moderate, suggesting that some
students withdrew from the course.
Comparison:
1. Grade Distribution: Film & TV had the highest distribution of high and above-average grades
(88%), followed by Advertising (82%), and Animation (62%).
2. Average Grades: Film & TV and Advertising had very low percentages of average grades (C),
while Animation had a more balanced distribution, with 12% of students receiving average
grades.
3. Failure Rates: Film & TV had the lowest failure rate (4%), followed by Advertising (3%), and
Animation had the highest failure rate (9%).
4. Recognition of Exceptional Performance (SOA): All three specializations recognized exceptional

performance with a small percentage of SOA grades (2% each for Film & TV and Advertising, and
2% for Animation).
5. Withdrawal Rates: Animation had the highest withdrawal rate (5%), followed by Advertising
(1%), and Film & TV had the lowest withdrawal rate (2%).
In summary, Film & TV had the highest percentage of high grades, a very low percentage of average
grades, and a low failure rate, indicating a generous grading approach. Advertising also had a high
percentage of high grades and a low failure rate but had a slightly higher percentage of average grades
compared to Film & TV. Animation had a more balanced distribution of grades, with a moderate
percentage of both high and average grades and a higher failure rate compared to the other two
specializations. The specific reasons for these grading patterns would require further examination by the
institution to ensure fairness and academic integrity in each specialization.
Parameter- 7 (F grade granted because of short of attendance)
Short of attendance
3%
Total 233
Fail Grades Due to Short Attendance, Spring 2023:
Page | 27
1. Attendance Impact: The 3% short of attendance correlates to a subset of the total enrollments,
contributing to Fail grades.
2. Effective Monitoring: While a small percentage, this analysis underscores the significance of
attendance monitoring.
Strategies for Improvement:
1. Early Intervention: Develop systems to identify students with attendance concerns promptly,
facilitating timely support.
2. Engagement Initiatives: Implement engagement strategies to ensure active participation and

minimize attendance-related Fail grades.
3. Student Counseling: Provide counseling and guidance to students to foster an understanding of

attendance's crucial role.
In conclusion, this analysis drives our focus on enhancing attendance-related outcomes. By adopting
proactive strategies, we aim to create an enriched learning environment that maximizes student
success.
Parameter- 8 (Course/program wise Drop-outs)
Withdraw
3%
Total 199
1. Withdrawal Impact: The 3% withdrawal rate contributes to a subset of the total enrollments,
impacting overall course completion.
2. Retaining Student Engagement: While a modest percentage, this analysis emphasizes the
importance of proactive measures to retain students.
Strategies for Enhanced Retention:
1. Early Intervention: Implement mechanisms to identify students considering withdrawal, offering

support and guidance.
2. Student Outreach: Establish communication channels to understand reasons for withdrawal,

addressing concerns effectively.
Page | 28
3. Enhanced Student Support: Develop initiatives to provide students with the resources and
assistance necessary to overcome challenges.
In conclusion, this analysis drives our focus on reducing student withdrawals. By implementing tailored
strategies, we aim to create an encouraging learning environment that fosters long-term academic
engagement and success.
Page | 29
Proposed Practices:
1. Regular Training and Workshops will be organized for permanent and visiting faculty members
on effective assessment techniques, emphasizing the importance of maintaining consistency
and objectivity.
a. Understanding PLOs and SLOs of the program and their aligned connection with course
learning objectives
b. Making assignments with clear learning objectives. This will enable instructors to focus
on assessing whether students have met the stipulated objectives rather than awarding
grades solely based on subjective interpretations of creativity.
c. Making a Hybrid Rubric Design that articulates both creative and analytical criteria.
These rubrics should encompass the innovative spark while equally emphasizing the
depth of understanding, research acumen, and theoretical framework.
d. How to sensitize students to the disadvantages of plagiarism.
e. Exposure to diversified alternative assessment formats, like Portfolio, Peer Evaluation,
Narrative Assessment, and participatory discussions….
2. Administrative Measures
a. Manageable strength of the class sections, not too large, and allocation of rooms,
workshops, and studios
b. Assessment of skills and knowledge of the faculty members in relation to the courses
being given to teach
c. Active connection and support sessions with faculty during the semester with the help
of cluster heads
3. Academic Administration
a) Predetermined number and pattern of assignments (a balanced blend of academic rigor and
creativity), consistent across all sections of the same course and teachers.
b) Group assignment culture needs to be curbed. Individual assignment culture will be the highest
preference
c) Where group factor is essential in the greater interest of learning and compilation of the project,
individual marking based on Individual Contribution will be preferred rather than general group
marking
d) All assignments will be conducted according to the predetermined comprehensive grading
rubrics of a hybrid nature, and properly shared with students at the launch of the assignments
e) Assignment Time limitation to be followed strictly and curb
f) the culture of taking late assignments
g) Devise the mechanism of differentiating between timely submitted and late submitted
assignments in terms of marks
Page | 30

The Results Analyses Report Spring 23 Media Studies

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The Results Analyses Report Spring 23 Media Studies

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Semester Spring 2023 Result Assessment Report

Media Studies. Main Campus. Karachi

The Results Analyses Report

Understanding the Phenomenon:

Parameter-1 (Year-wise) Year-1

Key Observations and Actions:

1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades

6. Attendance and Withdrawals: The 6% short of attendance and 3% withdrawal rates

Parameter-1 (Year-wise) Year-2

1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades

Parameter-1 (Year-wise) Year-3

1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades

2. Notable Prevalence of A Grades: The distribution of A grades, comprising 30 % of the results,

5. Addressing Failures: The 8% F grade distribution requires attention, emphasizing the

6. Attendance and Withdrawals: A 3% short of attendance and 3% withdrawal rate signal

Parameter-1 (Year-wise) Year- 4

1. Concerning Frequency of B and B+ Grades: The consistent distribution of B and B+ grades

4. Optimizing C and C+ Performance: Strategies should target the 7% distribution of C and C+

Comparison year1,2,3, and 4

Key Observations and Insights:

Key Observations and Insights:

1. Promising B+ Distribution: The 24% B+ grade distribution showcases a strong performance,

2. Consistent B and A Performance: The combined distribution of B and A grades (37%)

4. Effective Failures Management: A 10% F grade distribution indicates successful intervention

Strategies for Progress:

4. Sustained Engagement Efforts: Implement strategies that encourage active participation,

Key Observations and Insights:

Key Observations and Insights:

Key Observations and Insights:

6. Attendance, Incompletes, and Withdrawals: The 5% short of attendance, 1% incomplete

Key Observations and Insights:

4. Optimizing C and C+ Performance: Strategies should target the 9% distribution of C and C+

5. Minimizing Failures: With a 4% FAIL distribution and 1% I (Incomplete) distribution, it's

6. Attendance, Withdrawals, and Blank Results: The 1% short of attendance, 2% withdrawal

Conclusion - Comparison of Eight Semesters' Data:

Parameter- 3 (Visiting Faculty)

Insights and Observations:

B+ - 23%: B+ is also a fairly high grade and a 23% distribution is significant.

B - 18%: Similar to B+, a high percentage of students received B grades.

Parameter- 4 (Permanent Faculty)

Key Observations and Insights:

Comparison of the approaches of visiting and permanent faculty in awarding grades

2. Higher Percentage of C Grades: A significant 11% of students received C grades, indicating a

Parameter- 5 (Mandatory Courses/Common Option Courses)

Parameter- 5 (Mandatory Courses/Common Option Courses)

Common Option Courses

Key Observations and Insights:

Comparison (Mandatory Courses/Common Option Courses)

Common Optional Courses:

Parameter- 5 (Specialization Courses)

Specialization Film & TV

Key Observations and Insights:

Parameter- 5 (Specialization Courses)

Key Observations and Insights:

Parameter- 5 (Specialization Courses)

Observations and Insights:

Comparison: Specialization Course Performance, Spring 2023

Film & TV Specialization:

2. Moderate Percentage of C Grades (12%): Animation had a significant percentage of average

4. C+ Grades (8%): A notable percentage of students received C+ grades, indicating recognition of

4. Recognition of Exceptional Performance (SOA): All three specializations recognized exceptional

Parameter- 7 (F grade granted because of short of attendance)

Key Observations and Insights: