Context: Increase in upper degrees UK-wide Source: HESA (multiple years) Student Record Universities UK | The voice of universities

Grade inflation - what do people say? Improvement: The increased awarding of 1st and 2.1 honours degrees in response to students performing better in their studies than in the past. Student-led e.g. increased focus and motivation, strategic choices, better preparedness from school… Institution-led e.g. investment in facilities, investment in academic and support services, CPD in teaching and learning, attainment gap initiatives, flexible learning, curriculum design… Inflation: The award of a ‘good’ degree classification over an extended period of time without a corresponding increase in student achievement or ability (Rosovsky and Hartley, 2002). Non-pedagogically driven changes to degree algorithms and borderline mark rules and lowering of expectations in assessment marking, loss of rigour… League table pressures, student evaluation pressures, market mentality… Universities UK | The voice of universities

Systems approach Universities UK | The voice of universities

Simulation of marking using the full marking range Using the full range (70-100) Before using full range (70-80) Underlying distribution Student standard deviation Third Lower second Upper second First 65,7 3 1% 23% 54% 60% 16% 5 2% 22% 61% 15% 7 52% 24% 62% 12% Universities UK | The voice of universities

Number of Advance HE fellows by type (2007/08 to 2017/18) and number of upper degrees as a percentage of all classified degrees awarded (2007/08 to 2016/17) Source: Data provided by Advance HE to UUK; HESA (multiple years) Student Record Universities UK | The voice of universities

Algorithms: variation and impacts Levels included Differential weighting ‘Discounting’ (not counting module marks towards final degree classification) Compensation – poor performance in one or more modules offset by considering score against satisfactory performance in other modules Condonement – institutional acceptable that failure of a module does not disqualify student from eligibility to the target award ‘Zones of consideration’ and rounding practices Universities UK | The voice of universities

Algorithms: variation and impacts Allen, D (2018) ‘The use of differential weighting and discounting in degree algorithms and their impact on classification inflation and equity: A further analysis’, University of the West of England – Economics Working Paper Series, Number 1803. https://www1.uwe.ac.uk/bl/research/bcef/publications.aspx Universities UK | The voice of universities

League tables Guardian The Times and Sunday Times Complete University Guide Entry qualifications Student satisfaction: Satisfied overall Satisfied with teaching Satisfied with feedback Student: staff ratio Value-added score Graduate careers Spend per student Student satisfaction Student experience Teaching quality Completion Degree classifications Research quality Services and facilities spend per student Research intensity Academic services spend per student Facilities spend per student Universities UK | The voice of universities

Statement of intent Publishing analysis of institutional degree outcomes, supported by appropriate external assurance of the data, in a ‘degree outcomes statement’ or equivalent. Publishing and explaining the design of the degree classification algorithm, including where it deviates from accepted norms of practice. Ensuring that assessment criteria meet and exceed sector reference points and reviewing the use of data in quality assurance processes. Supporting the professional development of academics working as external examiners to help maintain standards and the value of qualifications. Reviewing the structure of the degree classification system to ensure that it remains useful for students and employers. Universities UK | The voice of universities

Degree classification statement High-level description of the Degree Classification System in use by UK higher education providers. Aims to support transparency and consistency of practice for the sector, students, employers, the public and other stakeholders. Four broad types of learning outcomes: Cognitive skills Practical skills Transferable skills (including communication and digital) Knowledge and understanding Does not supersede the assessment and classification criteria set by degree awarding bodies. Universities UK | The voice of universities