How do other students perform in the same modules?

It's the question every student has and almost nobody knows how to answer: how are other people actually doing in this module?

Universities hold that data. They just don't tell you.

What data actually exists

For every module at every UK university, the institution records how students performed. This includes:

• The distribution of marks across mark bands (the percentage of students who scored in the 70s, 60s, 50s, and so on)
• Pass and fail rates
• Average mark
• Cohort size (how many students took the module)

This information is generated automatically as a by-product of running the module. It exists in every academic registry's databases. The question is whether you can access it.

How this data is obtained: Freedom of Information requests

Under the Freedom of Information Act 2000, UK universities are public bodies and are required to disclose information they hold, subject to exemptions. Grade distribution data falls into a grey area. Universities have various justifications for withholding it, most commonly that detailed distributions could compromise individual student privacy (if a cohort has fewer than 10 students, a single student's result could be identifiable).

But for modules with larger cohorts, the data is frequently disclosable. FOI requests filed to UK universities via the WhatDoTheyKnow archive have successfully obtained module-level grade distributions from numerous institutions.

GradeHack was built on this data. We've spent the last 18 months filing requests, collating responses, and building a searchable index of module-level distributions. The patterns are consistent across institutions: modules in the same department, at the same university, produce dramatically different distributions of marks, independent of the student cohort.

University grade distribution data covers what these distributions look like and what they reveal.

What the data typically shows

When you see a module's grade distribution, you're looking at something like:

Mark band	Proportion of students
70%+ (First)	High / mid / low
60-69% (2:1)	High / mid / low
50-59% (2:2)	High / mid / low
40-49% (Third)	High / mid / low
Below 40% (Fail)	High / mid / low

We use banded descriptors rather than raw percentages on public-facing pages, to respect the privacy threshold for smaller cohorts. But the pattern is clear: some modules have a first-class rate of 40%+. Others have a first-class rate below 15%. That difference is structural to the module, not a function of which students chose it.

Why the distribution varies between modules

The variation in how students perform across modules is driven by several factors:

Assessment design. A module assessed by a single open-ended essay has a different distribution pattern than one assessed by a series of structured problem sets. Essay-based assessments give markers more latitude; structured assessments more tightly constrain marks.

Cohort self-selection. Modules that attract students who are already stronger in the subject, or more motivated, tend to produce better distributions. A third-year specialist module on a niche technical topic draws students who genuinely want to be there.

Marking culture. Different departments have different cultures around grade inflation and compression. Some departments distribute marks widely. Others mark to a strict bell curve. This shows up in the data and persists across years.

Cohort size. Smaller cohorts show more variance. A module with 15 students will produce a wider spread of outcomes than one with 200 students, because the sample is small enough that individual variation dominates.

See what FOI data reveals about how UK universities actually mark for the full picture on how marking culture affects distributions.

What this means for your module choices

If you're choosing between modules and can see how other students have historically performed, that information is directly actionable.

A module where 38% of students in previous years achieved a first-class mark is a different opportunity from one where only 11% have. All else being equal, the first module gives you a better structural chance of a first. This isn't about gaming the system. It's about making an informed choice with information you're entitled to have.

The alternative is guessing, which is what almost all students do.

Choosing university modules strategically covers how to combine this information with other factors (assessment format, workload, career relevance) into an actual decision framework.

What you cannot infer from the data

Grade distributions tell you about past cohorts. They don't guarantee your outcome. A module with a historically high first-class rate was sat by a cohort of students who may have had different preparation, different effort levels, or different strengths from you.

The distributions also don't tell you about the work required. A module with a 40% first-class rate might be the most demanding module in the department. The high first-rate might reflect the cohort that chooses it rather than lenient marking.

Use the data as one signal among several. Weight it heavily when you're comparing otherwise similar modules. Treat it as context, not a guarantee.

How to find this data

The most direct route is GradeHack. We hold FOI-sourced grade distribution data for modules across UK universities, accessible through the platform. Get access via the waitlist.

You can also file your own FOI requests via WhatDoTheyKnow. Search for requests already filed to your university about module grade data: many are already on the public record. New requests can ask specifically for "module-level grade distributions for [Year] in the [Department] by mark band."

Some universities publish this data voluntarily in their programme reports or annual learning and teaching reviews. These are public documents, usually on the university's website, occasionally buried in governance areas.

FAQ

Is this data available for my specific modules?

It depends on whether your university has received and responded to FOI requests for those modules. Coverage varies by institution and department.

What if my cohort is small?

For modules with fewer than 10 students in a cohort, the data is typically withheld on privacy grounds. For modules with 10+ students, it's generally disclosable.

Does this data tell me which modules to take?

It tells you one important input into that decision. Best modules to take at university covers how to combine grade distribution data with other factors to make a complete decision.

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The data showing how other students do in your modules exists. Universities hold it. And under the Freedom of Information Act, a significant portion of it is public. Get access to module-level grade distribution data and use it before you commit to your choices.