Arguments around weighting the first year in degree classification algorithms

ABSTRACT

The UK’s HE system is mired in public debate around ‘grade inflation’, and there is substantial pressure to address the perceived devaluation of degrees through blunt policy measures such as modifying classification algorithms. Policy-makers should be aware of the impact of their actions upon students’ learning; this article frames some of the neglected pedagogical arguments in concise syllogistic forms, focusing particularly on the issues around weighting the first year of a traditional UK bachelor’s degree classification algorithm.

KEYWORDS:

• Classification algorithm
• first year
• transition into HE

Acknowledgement

The author wishes to thank Tim Prior and Rose Barnett for their views on an early draft of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Michael O’Neill is an early career academic on a Teaching and Scholarship contract, having trained in organometallic Chemistry. He is developing interests in HE Policy and student experiences of Chemistry.

ORCID

Michael O’Neill http://orcid.org/0000-0001-5224-9121