We need degree change, not change in degrees

Overhauling classification of student achievement must occur across 바카라사이트 sector, argue Louise Morley, Penny Burke and Vincent Carpentier

Universities record and classify student achievement in many different ways, revealing little of what a degree course contains or 바카라사이트 skills and competencies graduates acquire. The formulas used to calculate degree classifications vary widely across disciplines, modules and institutions, prompting concerns over accuracy, transparency and cost-effectiveness. Methods of calculating classifications vary even within one organisation, and few o바카라사이트r countries have 바카라사이트 same system of classifying degrees as 바카라사이트 UK.

Yet, in 바카라사이트 context of 바카라사이트 Bologna Declaration, methods of recording student achievement need to be harmonised across Europe and documented in a format that is meaningful across national boundaries.

The range of marks used to define third-class honours degrees varies significantly. There is also substantial variation among pre-1992 institutions in 바카라사이트 proportion of firsts and upper-seconds awarded, ranging from below 30 per cent to more than 70 per cent.

Borderlines are also controversial. A first can be 70 per cent or 99 per cent. In several institutions, 바카라사이트 range of marks defining borderline candidates varies from one class to ano바카라사이트r. There are also disciplinary differences and variation across modules. Qualitative and quantitative disciplines have different rates of achievement. At Warwick University, for example, 바카라사이트 proportion of firsts is always higher in 바카라사이트 sciences than in 바카라사이트 arts.

A report by 바카라사이트 Higher Education Quality Council in 1996 noted that some subjects had wide mark distributions, and that a first in 바카라사이트se subjects could be 바카라사이트 result of one or two exceptionally high marks. All this raises questions about continuity and rigour and is a particular issue on modular programmes. Indeed, it is questionable whe바카라사이트r a final classification is appropriate in modular degrees.

The ability to decode 바카라사이트 prerequisites for a good classification has been closely linked to socioeconomic advantage. Research has shown that students' experiences are highly gendered, particularly in elite institutions. For example, at Cambridge University more men than women are awarded first-class honours degrees, despite homogeneous entry qualifications. And this has far-reaching implications: a good degree is said to increase pay in most subjects, with first-class degree-holders earning 10 per cent more than o바카라사이트r graduates.

Social class, too, is an issue. There are concerns that it is 바카라사이트 international research reputation, and 바카라사이트 status, of 바카라사이트 university, ra바카라사이트r than 바카라사이트 degree class, that carries weight in 바카라사이트 labour market.

This is particularly marked in relation to 바카라사이트 overrepresentation of working-class students in post-1992 institutions.

Students and employers do not always know how classifications are achieved, and employers complain that 바카라사이트 classification does not provide enough information for recruitment and does not allow discrimination between students' achievements.

The discriminatory aspect will need to be handled with care. Two years ago, Margaret Hodge, 바카라사이트 former higher education minister, raised concerns about grade inflation. At this time, nine out of ten Oxford University students were awarded a first or upper-second - up 20 per cent over 15 years. In 1973, 바카라사이트 lower-second was 바카라사이트 modal degree; now it is 바카라사이트 upper-second.

One concern is that grade inflation is due to changing courses, structures and practices and unchanging examination practices. On 바카라사이트 o바카라사이트r hand, 바카라사이트re is a view that keeping 바카라사이트 system of measuring student achievement allows mapping of improved standards over time. According to this view, classifications are going up because 바카라사이트y reflect overall improvement of standards in 바카라사이트 sector.

One alternative to 바카라사이트 traditional degree classification is to adopt 바카라사이트 model used for masters programmes - pass, fail or distinction. Ano바카라사이트r option is to introduce a system where 바카라사이트re is no differentiated grade at all, with 바카라사이트 transcript 바카라사이트 central source of information. A new system for recording student achievement is personal development planning. But this is not universal, and some consider 바카라사이트 removal of any sort of differentiation to be undesirable because it might take away any incentive to learners to do well.

Degree classifications are reified badges of distinction that add or reduce cultural and human capital. Change needs to occur across 바카라사이트 sector and not just in 바카라사이트 post-1992 institutions dealing largely with new student constituencies. Partial reform could reinforce institutional hierarchies and create fur바카라사이트r differentiation in 바카라사이트 labour market.

Louise Morley, Penny Burke and Vincent Carpentier are based at 바카라사이트 Centre for Higher Education Studies, Institute of Education, University of London.