www.le.ac.uk

Beyond the Honours Degree Classification: developing the HEAR

Presentation to SACWG21 November 2012

www.le.ac.uk

Professor Sir Robert BurgessChair, HEAR Advisory CommitteeVice-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.

DevelopmentsOctober 2007 Publication of HEAR Outline in Burgess

Report2008 Establishment of Burgess

Implementation GroupPhase I Trial 2008 Graduates

SelectiveOutcomes

Phase II Trial Live Cohort(Summer 2009) Selective in terms of Students and

Subjects(2009-10) All 3rd 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 3rd year Undergraduates in Trial Institutions

• 2009-2010 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 2012• 24 confirmed implementing in 2012 • 9 believed to be implementing in

2012• 12 report implementation plans for

2013 or later

• HEA and CRA developing HEAR Ambassador Scheme

• 20684 issued in 2012 by early issuers

• 45193 issued for first time in 2012

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.

• 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?