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Understanding HE Credit Practice in the UK: Implications for Academic Standards and Awards

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26 diapositives · 389 Views · Jul 30, 2014

This document explores the practices surrounding higher education credit in the UK, focusing on its implications for academic standards and the awarding of qualifications. It defines credit as a formal recognition of learning achievements and discusses its role in recording progress, facilitating transfers, and setting academic standards. The comprehensive survey conducted highlights variations in credit practice among institutions and addresses crucial issues like condonement, compensation, and the reusability of credits for major awards, while proposing directions for future standardization.

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  1. HE Credit Practice in the UK The Implications for the Standards of Awards Paul H Bridges UK Credit Forum

  2. Definition of credit Credit is a formal quantified recognition of learning achievement awarded to learners The roles of credit The formal recognition of learning achieved in various settings Recording progress towards qualifications Enabling transfer between programmes and between institutions

  3. The role of credit in defining academic standards WHAT HAS BEEN LEARNT? HOW MUCH HAS BEEN LEARNT? HOW DEEP IS THE LEARNING? Academic context The amount of learning Intellectual demand and depth of learning AcademicStandard The curriculum The number of credits The credit level

  4. A Survey of HE Credit Practice in the UK Previous surveys in 1998, 1999 and 2004; but 2012 was the first UK wide survey   Is there, in effect, a single credit system in operation in the UK   Have institutions adopted common labels for levels and common level descriptors? Have institutions adopted common credit requirements for major awards?   Are there significant differences in credit practice which have implications for students?

  5. Research method and response Questionnaire was designed with help and advice of members of the credit consortia   Some continuity with previous surveys and also new questions   Separate versions for England&NI, Wales and Scotland to reflect national frameworks? Questionnaire placed online   Total 65 responses; 53 England & NI; 5 Wales and 7 Scotland; one-third pre-1992 universities

  6. How do you label the credit levels? England and Northern Ireland

  7. Which credit level descriptors?

  8. Standard module size

  9. Learning outcomes and assessment criteria

  10. Basis for the award of credit

  11. Condonement and compensation

  12. Record of achievement

  13. Credit issues Is it acceptable to condone module failure and award credit in respect of the condoned module? Is it acceptable to compensate module failure and award credit in respect of the compensated module Is it acceptable to set aside or discount weaker modules performances in calculating the class of honours achieved by a candidate

  14. Credit issues Is it acceptable to allow credit which as already been used to award a major qualification to be re-used towards another? Should there be a framework or convention for minor HE awards? What is the best way to determine the shelf-life of credits?

  15. Condonement and compensation Condonement The marginal fail is not a significant shortcoming so the fail performance has been condoned and you may pass Compensation The marginal fail is not a significant shortcoming so the fail performance has been compensated by your positive performance elsewhere and you may pass

  16. Credit value of condonement permitted Level 4 Level 5 Number of institutions credits Levels 4, 5 and 6 Level 6

  17. Credit value of compensation permitted Level 4 Level 5 Number of institutions credits Level 6 Levels 4, 5 and 6

  18. Should credit be awarded? Condoned failure The marginal fail has been forgiven and a retake is not required but there is no evidential basis for the award of credit Compensated failure The marginal fail has been compensated by a positive performance elsewhere. This formal recognition of achievement may be used as the basis for the award of credit.

  19. How much of a weak performance may be discounted? Level 5 Level 6 Number of institutions credits Unspecified levels The total permitted

  20. What is the effect of the discounting? 20 credit modules

  21. The use and abuse of credit Credit is awarded in respect of achievement but if the same credit is used repeatedly for major awards, this is a form of abuse Everyone accepts that there are situations where the credit may count towards an minor award and then may be used for major award So how do we frame rules to permit the acceptable and stop the unacceptable?

  22. A proposed way forward Credit achieved may be used for any award in any family for which it is deemed acceptable Credit from a certificated award may contribute to higher and larger awards in same family Credit from a certificated award may not contribute to an equivalent or lower award Once the highest award in a family has been certificated, the constituent credit has been spent. It is not re-usable for any award.

  23. Minor awards The terms certificate and diploma are used inconsistently • Differentiate between awards at different levels • Differentiate between awards of different sizes at the same level Certificate awards range from 20 to 120 credits Diploma awards range from 40 to 180 credits. Also variation in the use of foundation. • the term for awards at level 3 • The term for awards at level 4 • One institution offers preparatory awards at level 3 • Advanced is applied to awards from level 4 to level 6 • Half of institutions prefix small awards with the word University

  24. The shelf-life of credit

  25. Risks to academic standards Condoning or compensating large amounts of module failure Discounting or excluding numerous weaker module performances from the calculation of the honours classification Permitting students to re-use credit which has already been used for a certificated major award such as an honours degree