University of warwick
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- Bu səhifədəki naviqasiya:
- 17-point marking scale
- Single set of degree classification conventions
- GPA-style summative assessment
- Diploma Supplement
- Recognition of additional credit
- Annex Draft
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UNIVERSITY OF WARWICK AQSC Working Group on Assessment Conventions Summary of Progress to end April 2007 1. Impetus for the Group QAA has recommended to the University in successive audits that we should ensure equity of treatment to undergraduates in the degree classification process, with a clear steer that this should be done by harmonising conventions across all Faculties (except the MBChB). AQSC thus set up an Assessment Conventions Working Group, which met a number of times in 2004 and 2005 and has recently reconvened. We should note that QAA have recently highlighted the issue of degree classification conventions in a briefing paper, Quality matters (April 2007, http://www.qaa.ac.uk/enhancement/qualityMatters/QMApril07.pdf) which has been reported, with inevitable spin, in the Times Higher and The Boar. 2. Main ideas The main ideas emerging to date include:
17-point marking scale The intention is to facilitate greater convergence in the use of mark scales across different faculties, by encouraging use of the full range of marks. This should help to ensure equitable treatment across the University, which is particularly important for inter- and multi-disciplinary courses. The proposed scale (see Annex) should reward excellence appropriately, and should encourage the use of the full range of marks in all subjects. The proposal is that work should be assessed initially in terms of its ‘grade’ (e.g. Excellent 1st, High 2.1, Mid 2.2 etc). This then has to be converted to a numerical scale (0-16), or distributed to identified points across the 100-point scale. Any new marking scale must be designed to allow excellence to be rewarded appropriately. Although we notionally use a 0-100 scale now, in practice some disciplines award all assessed work marks within a range of 30-80. This contributes to relatively low numbers of First-Class degrees being awarded: where a First Class piece of work is given a mark in the low 70s, regardless of where in the First Class range it lies, the average mark is depressed, which can lead to marks clustering around the mean. The advantage of using identified points across the whole 0-100 scale is that the difference between work which is just a First, a comfortable First and an exceptionally strong First is stretched. This avoids depressing the mean, and allows excellence to be rewarded. Similarly, stretching the scale in the Fail range means that incompetence is punished more harshly compared with current practice. Numeric-based examinations and other assessments which are already marked using a percentage scale (e.g. on mathematical or language-based papers, where the full range of marks from 1 to 100 is used, typically where a mark scheme allocates small numbers of marks to each of several/many questions or parts of questions) may continue to be marked as such, with departments invited to specify which assessment tasks would be marked in this way. Single set of degree classification conventions The Group recognises that the conventions for degree classification would need to be revised in the light of the use of the 17-point scale, and would most likely be based on the average of a student’s marks on modules which count towards the final result, weighted to take account of the size of the module (i.e. CATS/credit weighting), and, where appropriate, year of study (i.e. if final-year modules may in some departments count more heavily than penultimate-year modules). New conventions would not require the pure and unfettered application of mathematical formula; Boards of Examiners would still have some discretion. GPA-style summative assessment It is proposed that the University introduce a Grade Point Average (GPA) as a summary measure of students’ achievements in their degree courses, alongside degree classifications. A student’s GPA would be calculated when determining their degree classification and would be the mean of their module results, weighted appropriately, as set out above. This would be recorded on the transcript/Diploma Supplement, alongside the degree classification. Diploma Supplement Warwick already produces transcripts for graduating students. A Diploma Supplement contains the same data but with added contextual information, to assist in the students’ and graduates’ mobility and the recognition of their qualifications across the European Higher Education Area and beyond. The Academic Office is developing the technological solutions to allow Diploma Supplements to be produced within the next twelve months. Recognition of additional credit In order to allow and encourage students to broaden and/or deepen their studies by taking extra modules beyond those required by their course regulations, it is proposed that a mechanism be developed within the degree classification conventions to recognise additional credit. Students would only be allowed to register for additional modules after consulting with their personal tutor (or other appropriate individual). It would need to be borne in mind that:
Further work is needed to design a mechanism that will be appropriate and consistently applicable across the University, in the light of:
3. Further issues to be considered by the Working Group
Annex Draft table with marking scale and descriptors With the exception of the top and bottom marks the descriptors cover a range of marks, with the location within each group dependent on the extent to which the elements in the descriptor are met.
Membership of the Working Group (as at the last meeting of AQSC) Prof Michael Whitby (Chair) Brian Duggan Dr Ken Flint Prof Mark Harrison Dr David Lamburn Cleo Longworth Prof Michael Luntley Prof Mark Smith Prof Simon Swain Dr Joe Taylor Jenny Bradfield (Secretariat) Dr Julian Moss (Secretariat) Yüklə 47,25 Kb. Dostları ilə paylaş:
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