National University introduces credit-based assessment system for undergraduate exams
The updated regulations, published on the university’s website yesterday, outline separate guidelines for 4-credit, 3-credit, and 2-credit courses.
The National University has introduced a revised undergraduate examination system with new credit-based assessment structures, including changes to exam duration, marks distribution, and question patterns for different courses.
The updated regulations, published on the university's website yesterday (8 February), outline separate guidelines for 4-credit, 3-credit, and 2-credit courses.
Under the new system, 4-credit courses will carry 100 marks, with 20 marks allocated to continuous assessment and 80 marks to the final examination.
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The final exam will be held over four hours and will include analytical, conceptual, numerical, and critical questions covering the full syllabus.
Students will answer eight out of 12 questions, each worth 10 marks and divided into up to three sub-questions.
Continuous assessment will include assignments, presentations or quizzes (5 marks), class attendance (5 marks), and the average score of two in-course examinations (10 marks).
For 3-credit courses, the total marks will be 75, with 15 marks assigned to continuous assessment and 60 marks to the final examination, which will be held over three hours.
Students will answer six out of nine questions, each carrying 10 marks.
Continuous assessment will consist of assignments or quizzes (4 marks), attendance (3 marks), and two in-course examinations (8 marks).
In 2-credit courses, the total marks will be 50, including 10 marks for continuous assessment and 40 marks for the final examination, to be completed within two hours.
Students will answer four out of six questions, each worth 10 marks.
University officials said the revised framework aims to create a more structured assessment process, promote analytical learning, and align evaluation methods with course credit values.
ASM Amanullah, vice-chancellor of the National University of Bangladesh, said the changes are part of ongoing reform initiatives.
"Our syllabuses are now outcome-based, and we are seriously looking forward to industry-academic linkages. Due to changing patterns of our questions, our students will be more smart in advancing their critical faculties and knowledge creation.
"I believe we could reduce the unemployment rates of National University students substantially if we can implement our other reform initiatives we have taken recently," he said.
