A lot hangs on the summative grades that students are given. A good
degree opens doors which otherwise might remain closed. Yet, as
higher education is now a mass rather than an elite system, what is
expected of its graduates is different from the expectations of
previous generations. Students are expected not only to be able to
demonstrate high standards of academic achievement, but also a
variety of capabilities that have at different times been given
labels such as 'generic skills' and 'transferable skills'. These
abilities are difficult to grade for a variety of reasons and some
graduates may be losing out because their particular strengths are
given insufficient acknowledgement in current summative assessment
practices. Using the UK honours degree classifications as a case
study, this book appraises the way in which summative assessment in
higher education is approached and shows that the foundations of
current practices (in the UK and elsewhere) are of questionable
robustness. It argues that there is a need to widen the assessment
frame if the breadth of valued student achievements is to be
recognised adequately.
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