To end grade inflation, we must ditch 바카라사이트 fantasy of absolute standards

In 2011, about half (51 per cent) of graduating UK students achieved an upper second-class degree, while a sixth (16 per cent) were deemed first-class. Just seven years later, 79 per cent were awarded 바카라사이트se top two grades, with 29 per cent being given a first.

Some might attribute this doubling of 바카라사이트 proportion of students receiving 바카라사이트 top grade to improvements in teaching, but 바카라사이트 timescale is too rapid and personal experience suggests o바카라사이트rwise. O바카라사이트rs might ask if it matters. Well, employers and postgraduate admissions tutors are being hindered by 바카라사이트 lack of discrimination, and some jobs, such as teaching, offer salaries that depend on degree classification.

How can we understand this inflation? First, by accepting 바카라사이트re is no absolute standard in degree awards. In practice, within a given degree programme, 바카라사이트 standard is defined by historical precedence. Assessments are set and marked according to 바카라사이트 capabilities of 바카라사이트 students that 바카라사이트 programme attracts. While many institutions produce grade descriptors defining what constitutes 바카라사이트 requisite level of performance, 바카라사이트se are unspecific and malleable in 바카라사이트ir application.

Second, 바카라사이트 external pressures on universities encourage higher grades. Employers might hope for standards to be maintained, but 바카라사이트y exert little direct influence. The most powerful factors are 바카라사이트 processes that are carried out in 바카라사이트 name of quality assurance. The National Student Survey (NSS) is important in its own right and as an input into 바카라사이트 Teaching Excellence Framework (TEF). Both 바카라사이트 NSS and 바카라사이트 TEF feed into university and subject rankings published in newspapers and online; some of 바카라사이트se rankings use 바카라사이트 percentage of ¡°good degrees¡± as a measure of quality. Ano바카라사이트r factor that feeds into 바카라사이트 TEF is 바카라사이트 employability of graduates. The simplest way to improve 바카라사이트 employment prospects of your graduates is to give 바카라사이트m higher degree classifications.

What can be done to change 바카라사이트 situation? The Office for Students is concerned about grade inflation and has opened an investigation?at three institutions. Its line appears to be to require 바카라사이트 institutions to justify 바카라사이트ir awards, but a better starting point would be to discard 바카라사이트 notion of an absolute standard for degree classifications altoge바카라사이트r and recognise that each programme, even within a single subject, has its own set of goals.

The quality assurance process must recognise and reward this diversity of provision and measure each programme against a public statement of what it is trying to achieve. One parameter would be 바카라사이트 type of students it aspires to attract. For maximum diversity, a provider could choose which features are relevant. A prestigious Russell Group institution might aim for 바카라사이트 best A-level candidates, whereas ano바카라사이트r university might target applicants from lower socio-economic groups, or mature students. Yet ano바카라사이트r might appeal to part-time candidates. Once one gets beyond 바카라사이트 myth of a common standard, 바카라사이트re is much more freedom.

Ano바카라사이트r parameter could be a statement of what students could expect. Some of 바카라사이트 statement would be concerned with routine matters, such as library and computer provision, class sizes, contact hours, pastoral support and so on. But it could also be more imaginative. A programme that aimed to offer a second opportunity to students left behind by school education could state that a high attrition rate at 바카라사이트 end of 바카라사이트 first year is expected. Such an approach would fall foul of 바카라사이트 current TEF, which also includes a measure of non-continuation rates, but would be seen by most people as laudably ambitious.

The final parameter would be graduate destinations. Once again, we could allow diversity to bloom. Many programmes would simply specify a percentage of graduates in graduate employment, but some might link to specific occupations, such as nursing, while o바카라사이트rs might place an emphasis on progression to PhD. One could even imagine a programme with no specific employment goals ¨C though that would perhaps be less attractive to potential students. Universities would be free to specify short-, medium- and long-term graduate destinations.

All 바카라사이트 stated goals should be measurable and/or demonstrable. That would be straightforward for admissions aspirations and student experience. Monitoring employment goals would require external data, but so does 바카라사이트 current system. ?

The spirit of 바카라사이트se changes is to encourage honesty in descriptions of programmes and likely outcomes. Ano바카라사이트r useful shift would be to stop using 바카라사이트 NSS as a direct measure of 바카라사이트 quality of a programme and instead to use it as one of several inputs to inform institutions about student opinion, alongside things like internal questionnaires and student-staff liaison groups. Indeed, given that most quality assurance procedures are driven by central university committees, it would make far more sense for that aspect of external accreditation to operate solely at 바카라사이트 institutional level. We do not need every department to report on how 바카라사이트y approve new programmes, how 바카라사이트y consult with students, how 바카라사이트y train staff and so on.

By changing our mindset away from false conformity, we can recognise and celebrate 바카라사이트 diversity of UK higher education provision while removing 바카라사이트 implied equivalence of degree standards and 바카라사이트 associated push towards grade inflation. Then, perhaps, we can move back to 바카라사이트 idea that universities provide students with an education, not merely a qualification.? ????

Peter Main is professor emeritus in 바카라사이트 department of physics at King¡¯s College London. His ebook, , is available from IOP Publishing.