Access to HE Diploma Grading

1. Access to HE Diploma Grading

2. The Access to HE grading model • unit grading • all level 3 units (level 2 units will not be graded) • no aggregate or single final qualification grade • Pass/Merit/Distinction model, where • Pass = achievement of the learning outcomes, as • assessed by assessment criteria of the unit • Merit and Distinction = higher level of performance

3. The Access to HE grading model • application of generic grading descriptors • no numerical grades • grades subject to moderation and standardisation • grade profiles awarded with Diplomas ( maximum of 60 graded level 3 credits )

4. Grade Descriptors • General statements of the type of performance associated with Merit and Distinction • 6 descriptors relate to key aspects of performance identified as significant by tutors and HE • 7th descriptor relates to overall quality of work, and allows for an holistic judgment to be made • Not expected to relate one-to-one with learning outcomes or assessment criteria, but are applied for the unit as a whole across assessed work as appropriate

5. Generic grade descriptors . Understanding of the subject Application of knowledge Application of skills Using Information Communication and presentation Autonomy/ independence Quality

6. Grade Descriptors: Commonality and Flexibility • Generic – for use with any subject • Provide for choice, within a consistent framework • Choice allows for differences in approach and emphasis associated with different subjects • Choice is at two levels • which descriptors to use for a unit (AVA) • which elements from each descriptor (centre)

7. Comments from Pilot Centres • Grading does entail extra work, but mainly at the beginning of the process – getting familiar with the descriptors, adding information to assignments etc. • No direct relationship between the number of descriptors used and the amount of work involved – if the descriptors are appropriate the evidence is there – and always has been. • Useful to have a formal way now of recognising aspects of performance that in the past have been emphasised as important but where there was no mechanism to include them in the assessment – e.g. language skills

8. Allocating Grade Descriptors to Units • All units use grade descriptor 7 (Quality) • At least one other Grade Descriptor chosen from 1 – 6 • Once allocated the Grade Descriptors form part of the unit specification and cannot be changed

9. Allocating Grade Descriptors to Approved Units • Units have been categorised according to how many providers are using the units • Category 1 – Most commonly used (10+ providers) and mandatory units • Category 2 – Units used by several providers (up to 9) across one or more Diplomas • Category 3 – Units used by one provider across one or more Diplomas

10. Allocating Grade Descriptors - Category 1 Units • These units will have Grade Descriptors allocated by OCNLR. • Providers will be invited to agree/ disagree and comment (via the on-line system) on the allocated descriptors and these comments will inform the final decision.

11. Allocating Grade Descriptors – Category 2 Units • OCNLR will suggest Grade Descriptors to be used with these units. Providers will be invited to ‘vote’ (via on-line system) on proposed GDs. Provider selections will be visible to other providers. • OCNLR Unit reviewers will make a final decision of GDs to be used, informed by provider ‘votes’.

12. Allocating Grade Descriptors – Category 3 Units • Providers using these units will select Grade Descriptors themselves (via the on-line system). • OCNLR unit reviewers will approve and/or make recommendations if necessary

13. Role of Access Leads • Attend first briefing to obtain details on implementation plan and process, and contribute to discussion on proposed GDs for common units • Communicate the plan, timetable, process and the practitioners’ role within that process to own teams and other Access Lead tutors • Organise GD allocations for units with teams and collate decisions • ‘Vote’ on-line on grade descriptors for units used in own provision between20th April and 8th May.

14. Role of Access Leads • Circulate guidance to other Access lead tutors and own teams on attributing final grades for units, record-keeping, Internal Moderation and External Moderation • Book team members into practitioner workshops 17/24/30 June • Attend second briefing event (11th or 15th June) to receive details, guidance and supporting documentation for 09/10 implementation • Communicate information from second briefing to other Access lead tutors and own teams

15. Role of Access Leads • Work with own teams to identify the elements of the GDs they will apply to the assessments they use with the units • Ensure assignment cover sheets are produced that include the GD elements that will be used with assessments • Ensure record sheets are revised to incorporate GD elements

16. Website Links QAA Access to HE Website for the latest guidance www.accesstohe.ac.uk OCNLR for updates on briefings, training events and allocating Grade Descriptors to units www.ocnlr.org.uk/access-to-he/grading