I think you are right about aggregate mark.

4.9.3 Aggregation of module/unit grades to form overall subject
grades
Aggregation of units on modern modularised (often referred to as ‘unitised’)
examination structures constitutes a particular case of component ***aggregation*** for
several reasons. First, the units may have been completed over a period of time.
Second, if the units are graded, as for A levels and GCSEs, the candidates already
know some of their results and may have re-sat one or more of them to improve
their ***ultimate grades***. Third, one of the units may be synoptic and seek to assess
candidates’ abilities to draw on content and skills from across the other units, as in
the graded unit within SQA’s Higher National courses.
A current example of a modular-based grading system is the award of unitised A
levels. Candidates can take three prescribed modules and achieve an AS
(Advanced Supplementary) level award or all six modules for the full A-level
award. Both levels are graded A to E (all passes) or N (no award).
Candidates’ marks are converted into marks on the Uniform Mark Scale (UMS).
The maximum UMS mark for each module depends on the proportion of the final
marks that it contributes for the A and AS awards. So, if the three AS modules
have the same weight and the total for the AS is 300, each module will have 100
UMS marks. The unusual aspect of this process is that the **UMS marks have a
fixed relation to grades***. For a unit with a UMS mark out of 100, the ranges of
UMS marks for each grade are:
. The countries in the UK are differentiated from the others analysed in several
ways:
a. In very few other countries did the main selective function for HE and
the professions rest with the school leaving qualifications. By far the
most common patterns are for HE candidates to take university
entrance examinations and/or for the most rigorous selection to take
place in the early years of HE. Other examples, of the system of
‘sponsored mobility’21 used in the UK, were not found except among a
small number of Commonwealth countries.
b. The system of aggregating results for different subjects and
qualifications used in the UCAS system again is unique to the UK.
Almost all other countries that sought to aggregate results use grade
point averages or weighted grade point averages if different types of
qualifications are to be combined.
c. All the non-UK countries analysed have very much simpler school
leaving qualification systems.
12. The systems of international qualifications that were considered — principally
the International and European Baccalaureates (IB and EB) — showed
characteristics of both UK and other systems but are generally distinct from all
other school leaving qualifications analysed.
gla.ac.uk/media

--------------------------------------------------
Note added at 8 hrs (2023-08-08 22:25:27 GMT)
--------------------------------------------------

link https://www.sqa.org.uk/files_ccc/PNP_ResearchReport6_Marksin...
https://www.gla.ac.uk/media/Media_124293_smxx.pdf


--------------------------------------------------
Note added at 13 hrs (2023-08-09 03:37:48 GMT)
--------------------------------------------------

page 11 , RESULT Johanna takes a course with two components, an in-course test (weighted 35%) and a group project
(weighted 65%). The test is assessed under Schedule A and she achieves E2, and the project is
assessed under Schedule B and she achieves C0.
Course result = (0.35 x E2) + (0.65 x C0)
= (0.35 x 7) + (0.65 x 14)
= 2.45 + 9.1
= 11.55
As more than 50% of the course assessment is conducted under Schedule B, the final course grade
is awarded under Schedule B, and 11.55 falls within the range 9–