The Impact of Modular Aggregation on the Reliability of Final Degrees and the Transparency of European Credit Transfer

Abstract

Aggregation is the process whereby a student's performance on a range of modules is summarised in a single overall degree classification. Since no common aggregation model applies for all British universities, it is important to investigate the consequences of permitting a diversity of approaches to aggregation. This paper argues that the current laissez‐faire approach to aggregation could have serious consequences for undergraduates. The application of different aggregation models to the same set of module scores is shown to result in differences in exit status. A number of popular aggregation methods are shown to ‘lose information’, thereby depressing the reliability with which degrees are awarded. The Uniform Marks system is demonstrated to be superior to other aggregation methods and a Europe‐wide uniform marks scale is proposed which maximises the transparency of credit transfer between European higher education institutions.

Additional information

Notes on contributors

Hugh Morrison

HUGH MORRISON is a lecturer in education at the Queen's University of Belfast and Director of its Centre for Educational Measurement. His research interests include computerised assessment, judgemental standard‐setting and educational standards.

Pamela Cowan

PAMELA COWAN is a lecturer in education at the Queen's University of Belfast. Her research interests include the applications of computing to assessment and problem‐based learning.

Susan Harte

SUSAN HARTE is responsible for higher educational issues relating to Europe at the Queen's University's International Liaison Office.