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Academic grading in Canada varies by province, level of education (e.g., elementary, secondary, tertiary), by institution, and faculty. The following are commonly used conversions from percentage grades to letter grades.
This is the system of grading used by many schools in Alberta.
| Letter | Percent | Ref. |
|---|---|---|
| A+ | 90–100% | [1] |
| A | 85–89% | |
| A− | 80–84% | |
| B+ | 77–79% | |
| B | 73–76% | |
| B− | 70–72% | |
| C+ | 67–69% | |
| C | 63-66% | |
| C- | 60-62% | |
| D+ | 55–59% | |
| D | 50–54% | |
| F | 0–49% |
This is the system of grading used by many high schools in BC (Grades 10–12).
| Letter | Per cent | Explanation | Ref. |
|---|---|---|---|
| A | 86–100% | Excellent or outstanding | [2] |
| -| rowspan="5" | [3] | |
|---|---|
| Proficient | Student demonstrates a complete understanding of concepts taught. |
| Developing | Student demonstrates a partial understanding of concepts taught. |
| Emerging | Student demonstrates an initial understanding of concepts taught. |
| IE | Insufficient evidence of learning (missing assignments) |
The grading standards for public elementary and secondary schools (including secular and separate; English and French first language schools) are set by the Ontario Ministry of Education and includes letter grades and percentages. In addition to letter grades and percentages, the Ministry of Education also uses a level system to mark its students. The four levels correspond to how students are marked on the Ontario rubric. The following is the levels on the Ontario rubric, its meaning, and its corresponding letter/percentage grades:
The grading standards for A− letter grades changed in September 2010 to coincide with a new academic year. The new changes require a higher percentage grade by two or five points to obtain an A or A+ respectively.
| Letter | Level [note 1] | Percent (until August 2010) [4] | Percent (since September 2010) [5] |
|---|---|---|---|
| A+ | 4 | 90–100% | 95–100% (School grading system may vary) |
| A | 85–89% | 87–94% (85-90%) | |
| A− | 80–84% | 80–86% (80-85%) | |
| B+ | 3 | 77–79% (75-80%) | |
| B | 73–76% (70-75%) | ||
| B− | 70–72% (65-70%) | ||
| C+ | 2 | 67–69% (60-65%) | |
| C | 63–66% (55-60%) | ||
| C− | 60–62% (55-60%) | ||
| D+ | 1 | 57–59% (53-55%) | |
| D | 53–56% (52-53%) | ||
| D− | 50–52% | ||
| F/R [note 2] | — | 0–49% | |
| I [note 3] | — | — | |
| Letter | Percent | Ref. |
|---|---|---|
| A+ | 90–100% | [6] |
| A | 80–89% | |
| B | 70–79% | |
| C | 60–69% | |
| D | 50–59% | |
| F | 0–49% |
At a high school level in Saskatchewan, most subjects are separated into three competencies. On report cards, marks are normally shown as numbers and an average of the two marks associated with the subject will be calculated. [7] For example, if a student achieves A, A− and B+ in a subject, teachers will calculate an average of the three marks (in this case, 85%).
