Grading Policy Manual: Index

Grading Questions

Any questions regarding Grading and grading issues may be directed to the following email: Reg-Grades@email.arizona.edu

Submitting Grades in UAccess Instructor Center

For a complete guide on using Uaccess Instructor Center click here

Go to uaccess.arizona.edu and click on the Instructor Center link
Log into Instructor Center using your NetID and password.
Your schedule will appear.
Click on the Change Term button if you’re not seeing the correct term.
Click on the Grade Roster In Progress icon for the class you need to grade.
In the Display Options box you will see a Grade Roster Type. Most instructors only post final grades but some instructors post Early Progress Grades. Make sure the roster type you need to work with is selected.
Enter your grades and change the Grade Roster Approval Status to Approved. This will cause the Post button to appear at the bottom of the page. Click the Post button to post grades.
Notice that your Grade Roster icon has changed from In Progress to Posted

Engagement on the Grade Roster

Grade and Unit Summary Report: The Grade and Unit Summary aids academic departments in analysis of the number of units taught and distribution of grades within those units. Grade And Unit Summaries are available through UAnalytics on the Student dashboard and the Class Enrollment page.
- Classes with an engagement component that is listed as To Be Determined (TBD) have been designed to allow the instructor to customize the engagement experience for each student.
- The instructor must specify the appropriate Activity and Competency during the grading process.
- If a student is given a C or better (in a class with regular grades) or an S or P (in a class with alternative grades), a drop-down menu in the Activity and Competency columns will be visible. These columns must be completed before the grade roster can be posted.

Early Progress Grades: Early Progress Grades are an opportunity for our first year students to get early course feedback through UAccess in select first year courses. This grade provides them an opportunity to make adjustments and seek resources as needed. In anticipation of student response to their early progress grades, it is important that as a campus community we are prepared to support, engage, and challenge our students to be active participants in their academic success. Our hope is that student interactions with instructors and advisors, along with larger institutional messaging, provides an early intervention opportunity.