Once a grading period is complete, the student's total grade points are divided by the total number of credits and a GPA is generated. For example, here is one term of grades and a grade point average from a student whose school uses the 86-minute block schedule (such as Wayzata High School):  Standards-based grading is a well-known practice of assessment. It provides students with learning expectations and an in depth way of evaluation students. It is not the most common assessment method but it provides students with developmental feedback. Researchers have determined that students who were previously exposed to standards-based grading reflected higher performance. Alternative grading methods over a diverse way of assessing student progress. Recent studies reveal that alternative grading methods may lead to more applicable growth opportunities for students' overtime. These methods can include portfolios, narrative evaluations, contract grading, developmental meetings and verbal feedback. These methods provide insight to evaluation methods and emphasize student progress and improvement. Some alternative grading methods include contract grading, the Waldorf assessment style, and narrative evaluation. Contract grading emphasizes learning behaviors. Most students are accepting of contract grading; however, the data shows that less than half of students noted they found it helpful and less stressful than letter grades. Most students that dislike this method were advanced students and found the process to be repetitive. The Waldorf assessment style consists of developmental meetings and an evaluation letter. Waldorf grading methods focused more on what they were learning rather than how well each student applied it. It emphasizes positive feedback and progress. Some people may label it as unstructured, others may describe it as a personalized and relaxed style of learning and assessment. Waldorf philosophy strongly reiterates the growth and improvement of the students. Narrative evaluation can be defined as detailed written feedback. Studies show that over half of students really like narrative evaluation. It focuses on improvement and provides personal detail of how students have grown. It allows for more personalized feedback and eliminates the competitive nature of students to compare themselves to their classmates. Both NAPLAN and final year secondary school gradings are specified in "Bands", approximately as follows:  During the final year of high school, Extension subjects, such as Mathematics (Extension 1) and Mathematics (Extension 2), are marked out of fifty, rather than the normal 100 marks, and thus, have slightly different criteria:  The majority of Australian tertiary institutions use the following grading structure:  Some other Australian universities have a marking system similar to the Honours system used by British universities:  Many courses also have Non-Graded Pass (NGP) and Non-Graded Fail (NGF), in which it is considered more appropriate to have qualitative than quantitative assessment.