Glossary entry (derived from question below)
French term or phrase:
Compensation annuelle
English translation:
(annual) compensation
Added to glossary by
Jana Cole
Jun 17, 2017 09:34
6 yrs ago
7 viewers *
French term
Compensation annuelle
French to English
Other
Education / Pedagogy
college grades
This term appears in the first column along with the name of the course. Check image:
http://www.screencast.com/t/cAp3hXNgL
All columns:
Semestre 1 Compensation annuelle | Moyenne Module | Coeff. | Moyenne Matière | Crédits Module | Crédits Validés |
Contrôle Contenu | Partiels | Etudes | Oraux
http://www.screencast.com/t/cAp3hXNgL
All columns:
Semestre 1 Compensation annuelle | Moyenne Module | Coeff. | Moyenne Matière | Crédits Module | Crédits Validés |
Contrôle Contenu | Partiels | Etudes | Oraux
Proposed translations
(English)
| 3 +2 | (annual) compensation |
katsy
|
| 3 | Continuous assessment |
Rowena Fuller (X)
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Proposed translations
+2
30 mins
Selected
(annual) compensation
Here's an explanation of what compensation is in French
http://www.verdier-avocat.com/2016/10/28/regle-de-compensati...
The idea being that if you don't get a pass in one subject/credit, but your average mark over the various subjects examined is over the pass mark, then the individual 'fail' is discounted or compensated.
In France (cf my link) it would appear that scores can be compensated over a semester, or annually, according to regulations of the actual university.
Here's a link in English
https://www.tcd.ie/TSM/current/exam/sf.php
Students may pass the Senior Freshman year by compensation if they achieve an overall credit-weighted average mark of at least 40 per cent (grade III) in each subject, and either (a) pass outright modules totalling at least 25 credits in each subject and achieve a mark of at least 30 per cent in any failed module(s), or (b) pass all modules outright in one subject, and modules totalling at least 20 credits in the other subject, and achieve a mark of at least 35 per cent in any failed module(s). Some modules or module components in some subjects are non-compensatable.
This link does not mention either semesters or years, hence I put annual in brackets.
http://www.verdier-avocat.com/2016/10/28/regle-de-compensati...
The idea being that if you don't get a pass in one subject/credit, but your average mark over the various subjects examined is over the pass mark, then the individual 'fail' is discounted or compensated.
In France (cf my link) it would appear that scores can be compensated over a semester, or annually, according to regulations of the actual university.
Here's a link in English
https://www.tcd.ie/TSM/current/exam/sf.php
Students may pass the Senior Freshman year by compensation if they achieve an overall credit-weighted average mark of at least 40 per cent (grade III) in each subject, and either (a) pass outright modules totalling at least 25 credits in each subject and achieve a mark of at least 30 per cent in any failed module(s), or (b) pass all modules outright in one subject, and modules totalling at least 20 credits in the other subject, and achieve a mark of at least 35 per cent in any failed module(s). Some modules or module components in some subjects are non-compensatable.
This link does not mention either semesters or years, hence I put annual in brackets.
Peer comment(s):
| agree |
mrrafe
7 mins
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Thanks mrrafe :-)
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| agree |
Nikki Scott-Despaigne
: Absolutely. You can get 9/20 average in your first semester, but if you get 11/20 on your second semester, you pass the year as the overall average is 10/20.
2 hrs
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Thanks Nikki:-) I was reading too that some universities do compensation over a semester, but not from one semester to another, but the principle is the same
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4 KudoZ points awarded for this answer.
10 mins
Continuous assessment
This would be the calculation of points gained over the year - it generally counts for a percentage of the end results as well as exam results. Does that work?
Peer comment(s):
| neutral |
katsy
: I have at present no alternative to propose, but I'd just like to say that the rest of the report mentions "contrôle continu" - continuous assessment, and there is a mention of half-yearly exams - partiels....
2 mins
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Good point - looks like the EU uses 'annual compensation' but the glossary doesn't explain what it is exactly :-(
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| neutral |
Nikki Scott-Despaigne
: Your exaplanation and understanding seem clear but the suggested term is incorrect. That would be "contrôle continue" which is the method of assessment.
2 hrs
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Reference comments
36 mins
Reference:
annual credits
I think it's a running total of credits accumulated in a year over two semesters. This is a discussion among law students:
2 hrs
Nikki Scott-Despaigne
Native in English
Specializes in field
Psychologist, Court-certified legal
Native in: English 
Works in: French to English
Related KudoZ points
:
148
Reference:
Since the LMD reform, "compensation annuelle" has become common. It varies from one uni to the other, but it basically means that the resulst of the second term can offset the results of the first term. If you get 9/20 in the first term but 11/20 in the second, you will still "valider" your year.
It is common in "licence", less so in Masters. It was not one of the most popular advents of the LMD package. It is possible to obtain a "licence", roughly a bachelor's equivalent, without having passed an exam in one of the major subjects. That means that when you get onto a Masters course in the main subject, you might have done well on languages, on stats and on sport, but never got 10/20 on your major, which means you are in difficulty in the Masters level.
See : https://fr.wikipedia.org/wiki/Réforme_Licence-Master-Doctora...
La réforme a été perçue de façon ambivalente par les universitaires et étudiants. Si tous souhaitaient voir les diplômes français reconnus plus facilement dans les pays européens, les modalités d'application spécifiques à la France ont beaucoup fait débat. Ainsi, malgré le passage progressif des universités dans le nouveau système, certains points ont aussi suscité dans une partie de la communauté universitaire certaines inquiétudes, voire un rejet de la part d'étudiants et d'enseignants (grèves, manifestations, blocages de conseils d'administration d'université, etc.), notamment liées :
aux difficultés de passage des enseignements traditionnels (deux semestres annuels solidaires entre eux) et à la désolidarisation des deux semestres (qui permet, dans certains cas en Licence, de passer à l'année supérieure sans pour autant avoir validé les deux semestres mais qui remet en cause la compensation annuelle) ;
au devenir des niveaux intermédiaires existants sur le long terme (DUT, DEUG, maîtrise, etc.). Pour cela, l'« ancien système » est conservé pendant plusieurs années, le temps de faire la transition ;
aux modalités d'examens qui ne rendent plus obligatoires certains acquis étudiants (compensation annuelle, rattrapages, etc.) ;
à la fin du cadre national des diplômes, et donc à l'augmentation des inégalités entre universités et entre étudiants : les formations sont mises en concurrence et il est craint, à terme, la mise en place d'une sélection nouvelle dans le cursus (entrée en master) ;
à l'austérité budgétaire ayant accompagné la mise en place de la réforme, qui demandait souvent de créer sans budget supplémentaire de nouvelles années d'étude pour atteindre les nouveaux niveaux de référence.
It is common in "licence", less so in Masters. It was not one of the most popular advents of the LMD package. It is possible to obtain a "licence", roughly a bachelor's equivalent, without having passed an exam in one of the major subjects. That means that when you get onto a Masters course in the main subject, you might have done well on languages, on stats and on sport, but never got 10/20 on your major, which means you are in difficulty in the Masters level.
See : https://fr.wikipedia.org/wiki/Réforme_Licence-Master-Doctora...
La réforme a été perçue de façon ambivalente par les universitaires et étudiants. Si tous souhaitaient voir les diplômes français reconnus plus facilement dans les pays européens, les modalités d'application spécifiques à la France ont beaucoup fait débat. Ainsi, malgré le passage progressif des universités dans le nouveau système, certains points ont aussi suscité dans une partie de la communauté universitaire certaines inquiétudes, voire un rejet de la part d'étudiants et d'enseignants (grèves, manifestations, blocages de conseils d'administration d'université, etc.), notamment liées :
aux difficultés de passage des enseignements traditionnels (deux semestres annuels solidaires entre eux) et à la désolidarisation des deux semestres (qui permet, dans certains cas en Licence, de passer à l'année supérieure sans pour autant avoir validé les deux semestres mais qui remet en cause la compensation annuelle) ;
au devenir des niveaux intermédiaires existants sur le long terme (DUT, DEUG, maîtrise, etc.). Pour cela, l'« ancien système » est conservé pendant plusieurs années, le temps de faire la transition ;
aux modalités d'examens qui ne rendent plus obligatoires certains acquis étudiants (compensation annuelle, rattrapages, etc.) ;
à la fin du cadre national des diplômes, et donc à l'augmentation des inégalités entre universités et entre étudiants : les formations sont mises en concurrence et il est craint, à terme, la mise en place d'une sélection nouvelle dans le cursus (entrée en master) ;
à l'austérité budgétaire ayant accompagné la mise en place de la réforme, qui demandait souvent de créer sans budget supplémentaire de nouvelles années d'étude pour atteindre les nouveaux niveaux de référence.
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