2. CIHE Annual Conference
Creative Approaches to Pedagogic Research
10th July 2019

3. CIHE Annual Conference 2019
Creative Approaches to Pedagogic Research
MARC: Impact Measurement of a Degree Calculator
Damien Murray, Student Records Officer, Academic Registry
Dr. Julian Priddle, Principal Lecturer in Academic Development, FSE
Dr, Helen Keyes, Director of Studies, Science and Engineering

4. Participation Feedback Please navigate to www.socrative.com
Room Name: MURRAY673
MARC

5. MARC – The story so far… 2017/18 2018/19 Pilot
Psychology Department & Anglia Law School – Level 6
First Impressions Survey
LiLT Event – April 2018
End of Year survey – 44 Responses
2018/19
Digifest – September 2018
Psychology Department & Anglia Law School – Level 5 & 6
End of Year survey – 26 Responses

6. Isn’t it just a calculator?
Staff
Personal Tutorials – Setting Targets/Goals
Digital tool to enable and empower students
Not just academics!
iCentre staff receive a
high number of
queries
Students
Aspirational, helps to maximise potential
Improved understanding of “what counts”
Satisfaction – contribution to NSS

7. 2017/18 Further Analysis
We used attainment data at levels 5 & 6 from two departments – Law & Psychology, made up of:
44 students who responded to end of year survey in 17/18
20 randomly selected students who graduated in July 2017
We examined the extent to which student performance varies between levels 5 and 6, using:
The calculated Level 5 mark that contributes to the final grade
The overall average from Level 5
The overall average from Level 6
The final grade

8. Findings
The Level 6 average mark is a very good predictor of final mark and there is a near 1:1 relationship, unsurprising as level 6 accounts for 2/3 of the final mark
The Level 5 contributory mark is a good predictor of final mark
The Level 5 average mark is a very good predictor of the Level 5 contributory mark, but the contributory mark is about 5 percentage points higher than the average at Level 5.
The Level 5 contributory mark is a relatively poor predictor of the Level 6 average

9. What do we learn about progression?
Performance at Level 5, both overall and in the ‘best’ modules that contribute to final grade, is typically below the level attained at Level 6.
We can use the different relationships to make predictions about the final mark and explore patterns for different degree classifications.
As a working hypothesis, we expect the difference between prediction and observation for individual students to be independent of final mark.

10. What do we learn about progression?

11. What do we learn about progression?

12. What do we learn about progression?
Students who graduate with a ‘good degree’ will have demonstrated consistently strong behaviour across Levels 5 and 6.
Students who perform poorly at Level 5 will not only go into Level 6 with low marks but tend then to underachieve.
If these conclusions are valid, then it underscores the need to make Level 4 an effective foundation for HE learning, so that when marks start to count towards the final grade students are fully ‘up to speed’ and can demonstrate their full potential.
The MARC tool can be important in raising awareness and supporting enagagement at Level 5.

13. 2018/19 Survey Data
I think it is a good idea to allow students to calculate their projected degree classification % Agreed or Strongly Agreed
Now that I have ongoing access to MARC I am likely to use it a lot throughout the remainder of my studies 85% Agreed or Strongly Agreed
I found that using MARC has helped me understand how my final degree will be calculated % Agreed or Strongly Agreed
Now I have seen my current degree classification I am more likely to try harder % Agreed or Strongly Agreed

14. 2018/19 Survey Data
Which of these words best reflect the way that you felt when you saw your results from MARC?

15. 2018/19 Survey Data
Now that I know my current average mark and the effort that I need to obtain a better degree classification, I am likely to do some or all of the following. Select ANY that apply.
Answer
Responses
I will work hardest on the remaining modules that offer the best chance of a high mark 16
I will make more use of online materials on module Canvas sites 12
I will undertake study beyond the specific scope of my modules 8
I will improve my attendance at lectures, seminars and other taught sessions
I will make more use on Library resources, including training and advice 7
I will seek advice from Study Skills Plus
I will work with my fellow students so that we all improve 6
I will discuss my progress with my personal tutor 5
I will seek advice from a student adviser 4
I will seek advice from the Employability Service 2

16. “Using the MARC calculator gave me the confidence that I could achieve the first class degree I have been striving for. It has been giving me that motivation to get through the final push of university, to make sure I achieve first class honours.”
3rd Year student, Abnormal and Clinical Psychology

17. 2019/20 What’s Next?
Expressions of interest – Would you like your students to use MARC?
Suggestions for updates/improvements
Ideas on how we could measure efficacy?
Get in touch!

18. Thanks for coming!