Presentation on theme: "The Higher Education Achievement Record (HEAR) Gloucestershire’s Experience of the Pilot Project (so far) Professor Stephen Hill Director of Teaching."— Presentation transcript:
1 The Higher Education Achievement Record (HEAR) Gloucestershire’s Experience of the Pilot Project (so far) Professor Stephen Hill Director of Teaching and Learning Innovation University of Gloucestershire
2 inde consilium mihi. tradere inde consilium mihi... tradere... sine ira et studio, quorum causas procul habeo.Tacitus, Annals, I, 1
3 Burgess Report Proposals The HEAR will be a single document, based on, and developed from, the current academic transcript, and incorporating the European Diploma Supplement. It will contain a wider range of information than the current academic transcript and will capture more fully than now the strengths and weaknesses of the student’s performance. It will also contain information about academic credit, which will link directly to the national credit framework for the part of the UK in which the award is made. Core content will be common to all institutions, which will be free to add additional information as they see fit.The HEAR will contain information which the institution is prepared to verify. Further work should be done on how to measure and record skills and achievements gained through non-formal learning but this, along with other student-generated/driven information, should be part of Personal Development Planning (PDP)
4 HEAR = Academic Transcript (module marks and grades). Diploma Supplement.Additional information esp. section a ‘richer picture’ of student achievement, verified additional achievements recorded under one of three headings:University, Professional and Departmental Prizes;measured or assessed performance in non-academic contexts accredited by, or with external accreditation recognised by the University, e.g. awards concerned with employability;additional formal roles for which no recognition is provided in terms of academic credit, e.g. Course Representatives or Students’ Union Officers.
5 Abolition of degree classification urged: Final grades are matter of chance, academic says JUDITH JUDD, Education CorrespondentThe Independent Wednesday, 30 June 1993Degree classification faces axe as advisers label it 'too crude'By Richard Garner, Education EditorThe Independent Thursday, 6 May 2004No more firsts? Could 'report cards' replace degree classifications?New achievement reports given to graduates would recognise hobbies, voluntary work.Jessica Shepherd, Guardian 4 November 2009Standards criticism led to dressing-down for ex-QAA head Rebecca Attwood THE, 5 November 2009The Government stepped in to admonish the former head of the university quality watchdog "in no uncertain terms" when he publicly criticised the system for classifying degrees, as "arbitrary and unreliable”.Concern at rise in top degreesAs 60 per cent of graduates receive the highest classification, calls for reform are growing, reports Phil BatyTimes Higher, 12 January 2007
6 Laurie Taylor Column 6 October 2006 There they go again. More interference.The QAA inspectors. They've prepared a report for the Burgess Group that argues that we should abolish degree classifications.Yes. Apparently all those firsts and uppers and lowers don't really measure the intrinsic worth of the candidate. They're often the result of the marking practices adopted by different examination boards.I suppose they mean things like our Rule 26b, which says that a candidate with only two upper second marks can be raised to an overall upper if there is supporting evidence in any other two papers provided that the overall average is not less than five marks below that required for an upper classification.Or perhaps our Rule 53d, which says that a candidate can be dropped a class if there is one failure among the full set of marks that is unredeemed by the presence of at least a borderline upper in any two other papers as long as one of them doesn't include the project paper.Who's "they"?Abolish classifications?What marking practices?What could be fairer than that?
7 Laurie Taylor Column 6 October 2006 There they go again. More interference.Or perhaps our Rule 53d, which says that a candidate can be dropped a class if there is one failure among the full set of marks that is unredeemed by the presence of at least a borderline upper in any two other papers as long as one of them doesn't include the project paper.They end up by saying that the entire business of degree classification has the look of a game of chance.I suppose they might also be thinking of something like our Rule 86, which says that in the event of total disagreement between examiners the classification should be settled by the toss of a coin. Did we?What could be fairer than that?What could be fairer than that? What could be fairer than that?That's a bit strong.But we completely overturned that last year with our new Rule 86a.Don't you remember? It's now best of three.
8 Piloting the HEAR (Year 1) Eighteen institutions (including UoG) participated in a pilot to test out the feasibility of producing a HEAR documentData to be used from 2008 graduates in at least two defined subject areas from:EnglishCreative ArtsBiologyAccountancyUoG pilot using data from English and Biology
9 Piloting the HEAR (Year 2) Eighteen institutions (including UoG) are Still participating in the pilot (one new institution has replaced one which dropped out)Education added to list of subject areas to enable consideration of issues arising in ‘professional’ disciplinesHEARs to be produced for all full-time undergraduates (except in collaborative provision) in named subjectsReal data to be included in section 6
10 Sections of the HEAR 1. Personal Details 2. Information Identifying the Qualification3. Level and Duration of the Qualification4. Contents of the Programme of Study and Results Achieved5. The Function of the Qualification6. Additional Information7. Certification and Validation8. Information on the National Higher Education System
11 National ConferenceMary Ward House4 November 2009Developing the ‘HEAR’ in the 21st Century Professor Robert Burgess Vice-Chancellor University of Leicester11
12 Some Key Issues Robert Burgess 4 November 2009 Move from Elite to a Mass Higher Education System.Changes in Sector, Students, Pedagogy, Curriculum.Honours Degree: Robust, International Reputation.Robert Burgess 4 November 200912
13 Higher Education Achievement Report Diploma Supplement and TranscriptBuilds on Existing InformationFocus on AchievementsPotentialRobert Burgess 4 November 200913
14 Why develop a HEAR? 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.Robert Burgess 4 November 200914
15 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.Robert Burgess 4 November 200915
16 Key Principles Robert Burgess 4 November 2009 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 complimentary to HEAR.Template needs to be simple, clear, consistent, stringently defined with core element.Electronic - allowing details to be added as a student progresses through their courses.Acceptable, Equitable, Transparent, Reliable, Administratively Manageable, Motivational and Verified.Robert Burgess 4 November 200916
17 Key PrinciplesMay contain information on a student's strengths and weaknesses in particular modules, qualities relating to project work, presentations, group work, dissertations, and timed examinations. But there is scope for much more detail, including extracurricular activities, volunteering, work experience and professional recognition.Robert Burgess 4 November 200917
18 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.Robert Burgess 4 November 200918
19 UoG situationWork on the European Diploma Supplement means that much information required for the HEAR is availableCurrent transcripts granulate information even to assessment methodologies at assignment levelAt present, in addition to credit-bearing modules, we are in a position to verify:University prizesPeriod of study abroadAdditional awards (e.g. coaching, ECDL)Working with Students’ Union to set up shell modules which will allow for accreditation of learning from additional achievement through small experiential modulesStudents will present claims for non-accredited verification of achievementNeed for more clarity about being a UoG graduate meansGeneral acceptance bit great concerns about equity
20 Piloting HEAR: Section 6 Section 6 of the HEAR contains ‘Additional Information’ which can be verified by the institutionKey issues for Section 6:are we considering experience or achievement?How do we secure equity of opportunity for all students?What does ‘verification’ actually look like and how does it differ from assessment or evaluation?Who will ‘verify’?
21 Section 6.1 – approaches to verification University of Keele: institutional protocols which govern the inclusion of material.University of Birmingham: extension of an additional formal award.University of Gloucestershire: student-led approach to verification of achievement
22 Section 6.1 – KEELE The approach taken at Keele so far has been to: determine protocols for what could be included in the HEARapply these protocols to examine what potentially could be included (i.e. generate a list of activities)identify which of the elements on the list is already verifiable and availableidentify which could become availableconsider how to verify any further activities on the list
23 Section 6.1 – KEELE institutional protocols The activity is verifiable and is endorsed by the University.The opportunity to undertake the activity is open to all students, in principle.Information included is presented factually, not opinion-based. (I.e. can say they held a position, can’t say they were good/competent at it; or can say did 15hrs of volunteering services, can’t say about the quality of it).The activity/outcome is a direct part of the academic programme (e.g. Placements, study abroad).The role/activity/outcome is defined by regulation (e.g. prizes, sabbatical officer).The role/activity/position supports a University process, which is normally determined by election (student) or University nomination (e.g. Student Academic Representatives).The activity/role supports wider University policy and strategy (e.g. volunteering, associate teachers, etc).No one protocol is exclusive, although it is the intention that protocols 1-3 should all be met.
24 Section 6.1 BirminghamExtending accredited awards towards the recognition of wider achievements. The Personal Skills Award has been developed within the institution’s modular framework as an optional 30 credit Employability Award, taken in addition to a student’s programme of study. The PSA offers approximately 300 places, with a substantial waiting list. As a consequence the scheme is expanding beyond the modular framework, particularly through the development of an ‘Activity Pathway’, which provides recognition to students involved in extra-curricular activities that develop essential employability skills.The principle behind the Activity Pathway is to enable students to develop, understand, and be able to articulate the skills gained from their participation in extra-curricular activities. Over 100 activities conducive to developing transferable skills have been allocated points using a matrix. Students are expected to claim 150 points worth of activities; undertake online skills audits; attend an ‘Employability workshop’ to understand how to identify and articulate the skills they have gained; and complete a reflection exercise using competency-based questions.
25 Section 6.1 – Gloucestershire ‘The University of Gloucestershire has adopted the presumption that students should be involved in decisions about whether they wish to have achievement verified for the HEAR, and to what extent. University and departmental prizes would be included by use of existing information sets, and a cross-university group has given consideration to processes of ‘verification’ of achievement outside the formal curriculum, and two approaches are proposed.’Extracted from paper for the Burgess Implementation GrouVpVerified achievement, whether accredited or not, will be entered on SITS as (‘ghost’) modules
26 Section 6.1 – Gloucestershire Verified but not accredited:Students complete a brief personal statement in order to claim achievement as suitable for verification. Achievement could be from volunteering, work experience, or other activities. The intention is to be as inclusive as possible in terms of types of achievement in order to provide equitable opportunities for the full, diverse range of students. It is hoped to involve the Students’ Union in the verification process and to train student verifiers for occasions where no credit is desired by the claiming students.Accredited:As part of the HEAR Pilot, the pilot team has worked with the Students’ Union to set up a ‘shell’ experiential learning module which will allow for the verification and accreditation of additional achievement. This module would automatically appear on the HEAR and could contribute to the Gloucestershire Award which is being developed to cover a range of additional opportunities for students to develop and demonstrate employability skills.
27 Personal statement of achievement for verification What did you do?How much effort was involved?What impact did it have?How would you do it differently next time?Confirmation be mentor/supervisorVerified by approved member of staff or SU
28 Experiential Learning Module: allows students to claim verification of achievement i. Knowledge and UnderstandingUnderstand how their experience contributes to and underpins their learning.Understand how to present evidence effectively in the form of a portfolio for academic credit.iii Core SkillsDescriptionResearchAnalysisReflectionPresentationii SkillsAbility to analyse and reflect upon experiential learning in order to contribute to their academic, personal and professional development.Ability to demonstrate and present evidence effectively.Ability to demonstrate effective communication skills (written/ verbal).Ability to work independently
29 Context - Graduate market Graduate numbers175,000 students graduated in 1994260,000 students graduated in 1999335,000 students graduated in 2008Graduate vacancies (top 100 graduate employers)19,900 vacancies in 200814,300 vacancies in 2009vacancies
30 What is employability?A modern, competitive economy needs workers who possess skills, knowledge and attitudes they can take to any work situation and have the ability and willingness to continually adapt and prosper in a changing world.Universities and employers have attempted to define a sub-set of skills, which we have referred to as “employability skills” as well as the specialist knowledge and skills necessary for a particular role.Future Fit CBI, March 2009,
31 Employability skillsEmployability skills have been defined after extensive collaboration with business by the CBI as:A set of attributes, skills and knowledge that all labour market participants should possess to ensure they have the capability of being effective in the workplace – to the benefit of themselves, their employer and the wider economy.Self-managementCommunication and literacyTeamworkingApplication of numeracyBusiness and customer awarenessApplication of informationpositive attitudeProblem solvingEntrepreneurship/EnterpriseFuture Fit , UUK and CBI.
32 Employers’ reactions: UoG Employability Forum Keep it simpleFairly happy with traditional classificationInterested in real-world, co-curricular, non-formal learning as well as academic learningNot greatly interested in drilling down into details of marksIn favour of evaluation and articulation of achievement rather than bare lists of activitiesWant graduates who show that they can think and adapt, with transferable skillsWant graduates who can articulate how they did it and why their achievement mattersWant something electronicStressed importance of information being available before graduation
33 Yes, but...Speeded up thinking about graduate attributesProductive work with SUHelped implementation of EDSClarifying purpose and transparency of programme specifications and associated learning outcomesRe-thinking PDPPromoted understanding of the employability agenda to students, staff and employersHas already enhanced student community engagementGave opportunity to influence processOur students still want classified degreesVery ambitious scheduleUnderfunded now (only £10k from HEA/CRA) and presumably in the futureOur employers think it’s too complicated andOur employers still want referencesStill no template for the HEARWorries that we’ll become social outcasts in the sector (‘Don’t shoot the messenger...’)No pain, no gain
34 Necessary conditions Led from the top Working Group including representatives ofSMTAcademicsSupport unitsStudentsRegistryReal engagement of ‘can-do’ systems magiciansLateral thinking (‘if we’ve got to do this, let’s find something useful and/or exciting in it.’)
35 And the big issue…. who pays …and how do we pay And the big issue…. who pays …and how do we pay ??? Professor Diane Willcocks, VC, York St JohnGiven fierce resource constraints & staffing cutbacksStrains on Registry yet capacity needed for development workFaculty pressure re programme info + development of academic tutor rolePressure on associated services - for performing verification tasks, etcAbsolute costs of any new software licenses/ electronic sharing of services
36 So, finally, HEAR: the Prize Professor Diane Willcocks, VC, York St JohnDespite these many and varied challenges there remains a quiet air of optimism and excitement because….The student experienceRecognition of a richer picture of student achievement can only enhanceStudent engagementStudent successStudent as anActive LearnerStudent as anActive PartnerStudent as anActive CitizenYork St John University |
37 National Issues How does the HEAR fit into MLE systems? How much detail about assessment methods can institutions produce?Some universities have plans to indicate rank orders or quartile positions of students in cohorts.Key issues for Section 6:are we considering experience or achievement?What does ‘verification’ look like?Is it possible to scale up what we have been doing in the pilot to cover all graduates in all HEIs?Will it replace classification of degrees?Will it reduce the need to write references for graduates?What about collaborative provision?What will it all cost?
38 ReferencesBeyond the honours degree classification: The Burgess Group final report:Piloting the HEAR:HEAR Conference and presentations, 4 November 2009