In a previous blog post I noted the work of the UUK, QAA and GuildHE on grade profiles and the imminent publication of a follow-up report to ‘Understanding degree algorithms’ (UUK, 2017).
The latest report from this work – Degree Classification: Transparent, Consistent and Fair Academic Standards – and an associated Technical report (The Drivers of Degree Classifications) – were published on 28th November 2018 and led to national headlines relating to the finding that there was an ‘unexplained’ component of the rise in the proportion of upper degrees (1sts and 2:1s) that cannot be accounted for by improvements in student performance, investment in student support or in facilities. It is therefore concluded that there is a potential threat to the integrity of the UK higher education sector from grade inflation.
Historical degree outcomes cannot be altered for obvious reasons therefore the report makes a series of recommendations, set-out also in the Consultation document, about how the issue may be tackled and the risk of grade inflation mitigated against. The sector is asked to respond (by 8th February 2019) to the consultation launched by the UK Standing Committee for Quality Assessment (UKSCQA) and run by the QAA.
In this post I’m going to consider some of the suggestions that don’t make it into the media coverage.
Behind the headlines
The main action is to develop a UK-wide ‘statement of intent’, which would seek to protect the value of qualifications over time. Institutions are asked to review their practices relating to how degree outcomes are confirmed and quality assured. This includes publishing evidence in the form of a ‘degree outcomes statement’, comprising: arrangements for academic governance; the institution’s degree algorithm with a rationale; its grade profiles alongside influencing factors such as entry qualifications, student characteristics and subject mix; and marking practices including the use of external examiners. The success of this new approach depends on how the sector engages with it.
External assurance
In Section B of the UKSCQA’s consultation document there is the suggestion of strengthening the external assurance provided to institutional governance on academic standards. This is effectively saying that the external examining system and the scrutiny provided by professional bodies is not enough and an extra layer of assurance is required.
A role of ‘External Advisor’ is proposed with the following duties:
This role would initially help compile the ‘degree outcomes statement’, strengthen assurance to a provider’s leadership and identify any risks to the protection of the value of its qualifications over time. In the longer term, the sector could consider its permanent value in assuring standards.
UUK, 2018b, 7
The suggestions for strengthening the external examining process are limited and fall short of earlier proposals for improving the system. These are to ensure appropriate training (a longstanding element of the UK Quality Code), opportunities to participate in subject-specific calibration activities and protecting the independence of external examiners (again, criteria have been included in the UK Quality Code for some time).
One potential development is in the recognition of external examining activities via the UK Professional Standards Framework (UKPSF), which does at least give it marginally greater acknowledgement.
Borderlines and discounted marks
A consultation question will ask about approaches to the borderlines of degree classifications and specifically what ‘zones of consideration’ are utilised beyond -0.5% below the boundary and whether marks in low performing modules are discounted from the calculation.
This focus is intended to move the sector towards greater consistency in some of the rules applied to the calculation of degree outcomes by seeking greater transparency on what the rules actually are. As with many of the specific proposals the powers to make changes are limited by the autonomy of individual providers and the role of the regulator will be interesting to observe (is this an area where interventionist action will be taken?).
Classification descriptors
The UKSCQA includes in the consultation document draft descriptions for each of the degree classifications in terms of what each set of characteristics (knowledge and understanding; cognitive skills etc.) looks like. The document says that these are not intended to replace institutions’ own criteria or marking schemes but are intended as a reference point.
Future of the degree classification system
Arguably the most challenging goal set is the aim of altering perceptions of the value of 2:2s and 3rds ‘to avoid the perception that only a 2:1 or better is a ‘good’ degree.’ (UUK, 2018b, 12) This seems particularly challenging given that league tables use so-called good degrees as a key metric and many employers have this as a cut-off point in their recruitment processes.
Recognising the scale of this challenge the UKSCQA wishes to set-up a task and finish group to review this and other issues including:
- whether the HEAR can be utilised more effectively;
- whether Subject Benchmark Statements should be updated more regularly;
- what changes may be made to the classification structure, e.g. a starred first, resetting the classification boundaries; or adding a ‘cohort ranking’ that provided additional information on a graduate’s position in the grade distribution.
References
Universities UK (UUK) (2017) Understanding degree algorithms [online]. Available at: http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/understanding-degree-algorithms.aspx?utm_content=buffer0c9a7&utm_medium=social&utm_source=twitter.com&utm_campaign=UUK [Accessed 20 September 2018]
Universities UK (UUK) (2018a) The Drivers of Degree Classifications [online]. Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/drivers-of-degree-classifications.pdf [Accessed 28 November 2018]
Universities UK (UUK) (2018b) Degree Classification: Consultation Document [online]. Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/degree-classification-academic-standards-consultation.pdf [Accessed 28 November 2018]
UUK (2018c) Degree Classification: Transparent, Consistent and Fair Academic Standards [online]. Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2018/drivers-of-degree-classifications.pdf [Accessed 28 November 2018]
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