Generally, we use two grading scales: qualitative and quantitative to determine one grade per category. Both scales roughly map to the passing grades from 6 to 10. The qualitative scale should be the guiding one for the evaluators, while the quantitative should be indicating the level of achieved qualities in the evaluation. As a baseline, for grade 8 every aspect should be as expected, without outstanding aspects, not in the positive sense, but also not in the negative sense.

Qualitative scale for evaluation

Our qualitative scale has five main grades:

IMPLICIT ➔ EXPLICIT ➔ PROFICIENT ➔ INNOVATIVE ➔ VISIONARY

This scale is based on Bloom's taxonomy, knowledge → comprehension → application → analysis → synthesis → evaluation, which is easily applicable for grades up to 8, when focusing on student knowledge and skills (Specialization category). Our highest grades go beyond, refining the evaluation category of Bloom's hierarchy. For the highest two grades, we expect novelties and vision. Bloom's taxonomy is directly applicable for the student-centered Specialization category, while for the other categories, due to the different angles of evaluation, it is adapted and applied indirectly. The following contains the definitions of the gradients in our qualitative scale.

Implicit

Specialization	The knowledge of the student is implicit. The student knows the terminology, the specific facts and is able to execute algorithms in order to reach a goal. The student has the needed skills for the field.
Research and Design	The work of the student is implicit. The work contains useful information and experts can extract facts, findings, results, concepts, or answers from it.
Execution	The project execution is successful. The project follows common-sense steps and produces results.
Report	The report contains information implicitly present in the content. Experts can extract useful information, data, concepts, methods and results. The terminology and facts are correct. The report aligns with the established knowledge.
Presentation and Defense	The on-stage performance presents what is done and contains the needed information, which is implicit in the presentation but can be extracted by the committee.

Explicit

Specialization	The knowledge of the student is explicit. The student comprehends the challenges and can demonstrate skills and understanding of facts and ideas. The student is aware of the expectations and makes explicit effort to meet these.
Research and Design	The results are explicit , answers are given, and expectations are met explicitly. The work features all needed aspects, e.g. comparisons, interpretations, descriptions, and statements on the main theories, concepts, techniques, and methods.
Execution	The workflow of the student is explicit. The project flow is a result of an explicit effort. The execution follows known good practices and advices.
Report	The report contains information which explicitly addresses the key points of the work. Generally, the report meets expectations in terms of depth, organization, and interpretation of the findings, arguments, and conclusions.
Presentation and Defense	The on-stage performance of the student explicitly clarifies and defends the key points of the work. All expectations are met, e.g. non-verbal communication, message, structure, language, visuals, and connection with the audience.

Proficient

Specialization	The student is proficient. The student has all relevant knowledge and has all the skills needed to analyze and organize all the needed elements and relationships in the context of given technologies and applications.
Research and Design	The work shows proficiency. The work effectively solves problems by applying relevant theories, techniques, and methods. The work analyzes all relevant literature, relationships and results to produce evidence and support conclusions.
Execution	The work is organized proficiently. The execution is effective and follows known best practices. The needs of the project are understood and are reflected in the phases of the execution, leading to a smooth operation and good results.
Report	The report shows proficiency. It is clear, well structured, succinct, accessible to experts and non-experts alike, while being complete in formalization, analysis and application of knowledge to solve well-defined problems.
Presentation and Defense	The on-stage performance of the student shows proficiency. The presentation of the work is clear, tuned to the audience, and covers all relevant aspects. The discussion and interaction with the committee show confidence.

Innovative

Specialization	The student is innovative. Knowledge and skills go beyond what is expected. The student proposes new theories and methods. She/he positively surprises. The student is strong in the synthesis of original solutions and in the evaluation of alternatives.
Research and Design	There are novel results. The work goes beyond what is expected. It contains clear innovative contributions and challenges the state-of-the-art.
Execution	The student takes ownership. The project flow is effective, pro-active, and creative. The execution suggests what to do and what better not to do.
Report	The report convincingly presents the work. The report goes beyond what is expected and can serve as an example. The report makes clear contributions and justifies these theoretically, experimentally, and against other works.
Presentation and Defense	The on-stage performance of the student is convincing, original and creative, providing new insights on the work. The presentation and defense go beyond what is expected.

Visionary

Specialization	The student shows a well founded vision. The student is expected to become a leading expert in the field.
Research and Design	The work is visionary. There are breakthroughs that will have a lasting impact.
Execution	The project execution inspires and engages others. It will be given as an example, in terms of management, results, professional network, methodology, planning, timing, cooperation, etc.
Report	The report is visionary, targeting a broad audience and showing excellent didactic qualities communicating the innovations in an effective way. These are the graduation papers that will have a lasting impact.
Presentation and Defense	The on-stage performance is influential. These are the talks and defenses that will have long-lasting impact. They will be mentioned as an example for their clarity, enthusiasm, effectiveness, material and form, etc.

Quantitative scale for evaluation

We grade a successful student on a scale from 6 to 10. Everything that is 5 and below is a fail. The following provides the well established quantitative scale widely used in academia:

SUFFICIENT ➔ SATISFACTORY ➔ GOOD ➔ VERY GOOD ➔ EXCELLENT