这有一部分要归因为不同学科难易程度相差太大：通常情况下教定量学科的老师在“容易程度”方面得到的分数要低一些。
This is in part because the perceived difficulty of courses varies so much by discipline: in general, academics teaching quantitative subjects tended to receive lower ratings for ease.
他们抱怨分数失真——去年57%的毕业生都获得了一级学位或二级甲等学位，而且大学之间获取学位的标准相差很远。
They blame grade inflation - 57 per cent of students graduated with a first or 2:1 last year - and the wide variation in standards between universities.
他们抱怨分数失真——去年57%的毕业生都获得了一级学位或二级甲等学位，而且大学之间获取学位的标准相差很远。
They blame grade inflation - 57 per cent of students graduated with a first or 2:1 last year - and the wide variation in standards between universities.
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