Beyond the Honours Degree Classification: developing the HEAR Presentation to SACWG 21 November Professor Sir Robert Burgess Chair, HEAR Advisory Committee Vice-Chancellor, University of Leicester

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 Recording Student Achievement.

The Context Move from Elite to a Mass Higher Education System. 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 2007Publication of HEAR Outline in Burgess Report 2008Establishment of Burgess Implementation Group Phase I Trial2008 Graduates Selective Outcomes Phase II TrialLive Cohort (Summer 2009)Selective in terms of Students and Subjects ( ) All 3 rd 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 3 rd year Undergraduates in Trial Institutions

Academic Year –Roll out across all subjects in trial institutions – Year 3. EITHER –2010 possible to begin with Year 1 OR –2010 extended work to start 2011 Engineering, Medicine and Teacher Education

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, Transparent, Reliable, Administratively Manageable, Motivational and Verified.

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 The Template

–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 non- academic contexts) –Additional recognised activities undertaken by students which demonstrate achievement –University, Professional and Departmental prizes –Further information sources CERTIFICATION

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. The Benefits of the HEAR

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.

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. Other Benefits

Current State of Play 15 institutions issued a HEAR in confirmed implementing in believed to be implementing in report implementation plans for 2013 or later

HEA and CRA developing HEAR Ambassador Scheme issued in 2012 by early issuers issued for first time in 2012

What will we have Developed? Fit for Purpose in 21 st 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?