1. wr w i s s e n s c h a f t s r a t the german council of science and humanities provides advice to the german federal government and the state governments on the structure and development of higher education and research. The German grading system, and the distribution of grades in German Higher Education Political implications of grading OSLO | OCTOBER 2015

2. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 2 German Council of Science and Humanities (WR) Reports on university grades 2003, 2007 and 2012 Commentary 2012: Recommendations of the Council Scientific Commission _ Scientists _ Personalities from Public Life Scientific Commission _ Scientists _ Personalities from Public Life Administrative Commission _ Federal Ministry ( Bund ) _ State Ministries ( Länder ) Administrative Commission _ Federal Ministry ( Bund ) _ State Ministries ( Länder ) Plenary Assembly Committees Working Groups Head Office 85 employees in 5 depart- ments in Cologne _ Evaluation _ Higher Education _ Medicine _ Research Policy _ University Investments and Accreditation Head Office 85 employees in 5 depart- ments in Cologne _ Evaluation _ Higher Education _ Medicine _ Research Policy _ University Investments and Accreditation

3. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 3 _ Compiled from data of the Federal Statistical Office _ Focus on comparison between universities _ Presentation of average grades and grade distribution for most subjects _ Results of all three reports: very stable specific subject traditions with very good grades in some subjects (e.g. biology) often only a small part of the grading scale is used _ Additional results of the last report: grade inflation from 2005 to 2011 in many subjects the Master grades are a bit above and the Bachelor grades a bit below the average of all degrees Reports on university grades 2003, 2007 and 2012 1. Data, focus and results

4. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 4 Total number of graduates: 593 Grade average at all universities: 2,6 Reports on university grades 2003, 2007 and 2012 2. Example: Bachelor Law and Master Biology 2010 Total number of graduates: 524 Grade average at all universities: 1,5 University (Number of Graduates) Average grade

5. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 5 _ Grades have documentation function; they assess performance, give feedback to graduates and provide information for prospective employers and universities (e.g. providers of Master programs). _ Ideally the system of grades should be based on common criteria and quality standards. _ Marking is in practice highly influenced by contextual comparisons (e.g. with the performance of the cohort) and dependent on when, where and in which subject grades were awarded. Commentary 2012: 1. Function and nature of grades

6. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 6 _ Faculties should reconsider their marking criteria if grades differ very much from other universities’ grades and this deviation cannot be explained by factors like recruitment of above average students or a strong selection in the course of studies. _ Rectors and deans should try to define consistent quality standards in their university or department. _ Scientific communities should identify joint criteria and quality standards in their subject in order to make grades comparable between universities. Commentary 2012: 2. Recommendations on standards

7. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 7 _ Selection in the admission process (e.g. in psychology) or during studies (e.g. in the natural sciences) is high, therefore only the best students remain. _ Pressure is high, thus current generation of students could in fact be better than earlier generations [but on the other hand a much larger share of the population obtains a university degree than in former generations]. _ It is to the disadvantage of good students if everyone gets good grades. Commentary 2012: 3. Some reactions to the recommendations

8. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 8 _ Bachelor grades are an important criterion for admission to Master programs. _ In selecting graduates from other universities for Master programs, universities rely on meaningful and comparable grades. _ It is in universities‘ own interest as well as a question of fairness to reach an agreement on marking standards that guarantee to a large extent the comparability of Bachelor grades in the same subject and in related subjects and thus the selection of the best candidates for Master programs. _ Percent ranges help to rank a result in the reference system but still the dependence on the reference group remains. _ Universities have to find valid and legally binding procedures for the admission to Master programs which take drawbacks of grades into account. Commentary 2012: 4. Admission to Master programs

9. wr w i s s e n s c h a f t s r a t Kristiane Prescha | German Council of Science and Humanities | Conference on Grading | Oslo | 22 10 2015 the german council of science and humanities provides advice to the german federal government and the state governments on the structure and development of higher education and research. Thank you very much for your attention! OSLO | OCTOBER 2015