Transcript Slide 1

Presentation to SACWG
21 November 2012
Beyond the Honours Degree
Classification: developing the
HEAR
Professor Sir Robert Burgess
Chair, HEAR Advisory Committee
Vice-Chancellor, University of Leicester
www.le.ac.uk
www.le.ac.uk
White Paper on the Future of Higher
Education (HMSO, 2003)
• “we must … ensure that we have robust
ways of describing, measuring and
recording student achievement which are
helpful to the student, to institutions, to
employers, and to other stakeholders.”
(para 4.7)
• Measuring
and
Achievement.
Recording
Student
The Context
• Move from Elite
Education System.
to
a
Mass
Higher
• Changes in Sector, Students, Pedagogy,
Curriculum, assessment methods.
• Honours Degree: Robust, International
Reputation.
Degree Classifications: Challenging the
Sector
• Alternatives to Degree Classification
– GPA
– Three Point Scale
– Pass, Fail
– Other schemes also examined
Higher Education Achievement Report
• Diploma Supplement and Transcript
• Builds on Existing Information
• Focus on Achievements
• Potential
Why Develop a HEAR?
• Requirements of Bologna
• Greater financial investment than ever
before.
• All stakeholders should have detailed
information on what is behind a particular
class of degree.
– Students require more than just a certificate.
– Employers have clearly defined qualities they
are looking for in graduates.
Developments
October 2007
Publication of HEAR Outline in Burgess
Report
2008
Establishment of Burgess Implementation
Group
Phase I Trial
2008 Graduates
Selective
Outcomes
Phase II Trial
Live Cohort
(Summer 2009)
Selective in terms of Students and Subjects
(2009-10)
All 3rd year Undergraduates in
Trial Institutions
Phase I Trials
• Trialling in 18 HEIs, purposefully chosen
to reflect sectoral diversity.
• Initial task: the feasibility of producing
the HEAR based upon the illustration
provided in the Burgess Steering
Committee Report:
– in defined subject areas (English, Creative
Arts, Accountancy, Biology);
– Using data from past students (graduates).
• Over a dozen illustrative institutional
HEARs produced.
• Institutional feedback broadly positive …
– We have now produced a trial HEAR. The
exercise proved less painful than we
expected. We expect to be able to allow
students to see on the intranet how their
HEAR is developing during the course of their
studies.
• Initial employer feedback supportive of
the development.
Further Trials
• Phase II Trial Live Cohort
• Subjects extended to include Engineering,
Medicine and Teacher Education
• (Summer 2009) Selective in terms of
Students and Subjects
• (Autumn
2009)
All
3rd
Undergraduates in Trial Institutions
year
• 2009-2010 Academic Year
– Roll out across all subjects in trial
institutions – Year 3.
Medicine and Teacher
• EITHER Engineering,
Education
– 2010 possible to begin with Year 1
• OR
– 2010 extended work to start 2011
Key Principles in Design of a HEAR
• Simple, short, nationally comparable and
easily usable = credibility.
• Owned by the Institution.
• Non-formal learning judged and evaluated
on the basis of student ‘achievement’,
not personal development.
PDP
important but complementary to HEAR.
• Template - simple, clear, consistent,
stringently defined with core element.
• Electronic - allowing details to be added
as a student progresses through their
course.
• Acceptable,
Equitable,
Reliable, Administratively
Motivational and Verified.
Transparent,
Manageable,
The Template
• INFORMATION IDENTIFYING THE HOLDER OF
THE QUALIFICATION
–
–
–
–
Family name(s)
Given name(s)
Date of birth (day/month/year)
Student identification number or code
• INFORMATION IDENTIFYING THE
QUALIFICATION
– Name of qualification and (if applicable) title
conferred
– Main field(s) of study for the qualification
– Name and status of awarding institution
– Name and status of institution (if different from 2.3)
administering studies (in original language)
– Language(s) of instruction/examination
• INFORMATION ON THE LEVEL OF THE
QUALIFICATION
– Level of qualification
– Official length of programme
– Access requirements(s)
• INFORMATION ON THE CONTENTS AND
RESULTS GAINED
– Mode of study
– Programme requirements
– Programme details, and the individual
grades/marks/credits obtained
– Grading scheme and, if available, grade distribution
guidance
– Overall classification of the qualification (in original
language)
• INFORMATION ON THE FUNCTION OF THE
QUALIFICATION
– Access to further study
– Professional status (if applicable)
• ADDITIONAL INFORMATION
– Additional Awards (Accredited performance in nonacademic contexts)
– Additional recognised activities undertaken by
students which demonstrate achievement
– University, Professional and Departmental prizes
– Further information sources
• CERTIFICATION
The Benefits of the HEAR
• Contains information at module level.
• Distinguishes student performance on
project work, presentations, group work,
dissertations, and timed examinations.
• More detail, including extra-curricular
activities, volunteering, work experience
and professional recognition.
Benefits for Learners
• Access to qualifications and achievement
data held about them.
• Link to qualifications data held by HEIs
and/or the HEAR.
• Secure access to the Personal Learner
Record in their control.
• Streamlining of on-line applications.
• Better course and careers advice.
Other Benefits
• For Agencies/Govt:
– reduced burden of data sharing;
– better longitudinal analyses;
– trust and security.
• For Employers:
– access to verified qualifications data
held in the PLR, controlled by the
learner.
Current State of Play
• 15 institutions issued a HEAR in 2012
• 24 confirmed implementing in 2012
• 9 believed to be implementing in 2012
• 12 report implementation plans for 2013
or later
• HEA and CRA developing HEAR
Ambassador Scheme
• 20684 issued in 2012 by early issuers
• 45193 issued for first time in 2012
What will we have Developed?
• Fit for Purpose in 21st Century, appropriate
for Lifelong Learning, covers whole Student
Experience and Motivates Students.
• Ensures Equality for Widening Participation
Candidates.
• Gives Clarity and helps Employers make
more Informed Judgements and Contributes
to Economic Development.
• Brings in Line with other Countries (Bologna
and Diploma Supplement).
• Encouraged Institutions to Review Policy and
Practice – could result in greater clarity in
assessment practice.
• Potential to fit with other major
developments, eg Key Information Set and
Unique Learner Numbers.
Future Areas of Exploration
• How do we assess and how should we assess?
• What is the role of the personal tutor?
• What is the role of the student as user?
• In what ways can employers use the HEAR?
• Classification - is there a future for GPA?