What are the key factors considered for determining grade boundaries?

The selection of grade boundaries relies heavily on the level of difficulty of the exam and the average scores achieved by the examinees. When determining where to set these boundaries, exam boards will assess how challenging the assessment was in relation to the performance of the candidates. If the exam is particularly difficult, the average scores are typically lower, which may necessitate adjusting the grade boundaries to ensure that they reflect a fair distribution of grades among the candidates. Conversely, if the exam is easier and scores are higher, grade boundaries might be established differently to maintain the integrity of the qualification. This method allows for a balanced approach that takes into consideration both the expectations set by the examination and the actual performance of students.

Other options may not directly influence grade boundary decisions. For instance, exam duration and student attendance are less relevant to the achievement level reflected in grades. Similarly, while the type of questions and materials may impact the exam content, they don't directly dictate where the grade thresholds should be established. Lastly, instructor feedback and resource availability can provide insights into teaching effectiveness but are not standard metrics for grade boundary determination. The focus remains primarily on the intersection of exam difficulty and candidate performance.