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Grade Inflation in Irish Universities 1994-2004

Grade Inflation in Irish Universities 1994-2004. DCU April 8 2008. Grade Increase. Rate of first class and 2.1 awards across the seven universities between 1994-2004. Percent First Class Honours in Primary Degrees (1994-2004). Increase in % First Class (1994-04).

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Grade Inflation in Irish Universities 1994-2004

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  1. Grade Inflation in Irish Universities 1994-2004 DCU April 8 2008

  2. Grade Increase • Rate of first class and 2.1 awards across the seven universities between 1994-2004

  3. Percent First Class Honours in Primary Degrees (1994-2004)

  4. Increase in % First Class (1994-04)

  5. Percent 2.1 Honours in Primary Degrees (1994-2004)

  6. Increase in % 2.1 (1994-2004)

  7. Percentage Change in Rate of Firsts between 1994-96 and 2002-04

  8. Percentage Change in Rate of 2.1 awards between 94-96 and 02-04

  9. Summary of Increase • Firsts +76% (02-04 vs. 94-96) • 2.1s + 21.4% (02-04 vs. 94-96) • 1994: No university over 10% firsts • 2004: No university under 10% firsts with one over 15% and another over 20% • Firsts: • 7% in 1994 • 17% in 2005

  10. Does Grade Increase = Inflation • Have the learning abilities/motivation of students improved sufficiently? • Has the teaching/education of students improved sufficiently? OR • Have standards declined?

  11. Signs from elsewhere - Institutes of Technology • Grade Increase 94-96 to 02-04 • +38% Distinctions in National Certificates • +42% Distinctions in National Diplomas • +52% First Class In Bachelors Degrees • Change in Minimum CAO Points • Proportion of courses with points below: 300 15% (1991) 25% (2000) 350 62% (1991) 83% (2000) 400 85% (1991) 97% (2000)

  12. How predictive of college grades are CAO points? • Unpublished NUI Study (2004) • UCD, UCC, NUIG, NUIM • Arts, Commerce, Science and Law • Graduates in 2003 and 2004 • Findings • +505 points vs. <405 = 3 times rate of 1/2.1 • 405- 450 points = 7% firsts • <405 points = 3% firsts

  13. Minimum CAO Points for Universities (92/93 vs. 98/01)

  14. Do Minimum Points Predict Typical Points? • Study on 2002 figures for all university courses • Correlation between minimum and median Points (r = .8969) • Correlation between minimum points and number of students admitted ( r= .04662)

  15. Overall CAO Points 95-06: Grade Inflation at LC level?

  16. Extrapolation • Over 50% increase in potential entrants with 400+ points between 1995 and 2006 • Evidence that similar increase occurred between early 1990s and early 2000s • If this represents grade inflation, it counters the real impact of higher minimum points for university courses

  17. Increased Student Motivation? • Hypothetical Influences • Selection effects – fewer less motivated students advancing to LC and College? • Greater competition for limited employment opportunities? • Less focus on other activities? • Part-time work • Socialising • Sport etc.

  18. Inter-University Comparisons • Are differences between Universities in percentages of firsts and 2.1s awarded explicable through differences in the calibre of students they attract? • Cases of DCU and NUIM. • DCU – highest rate of upper grades • Top of table in firsts and 2.1s in 6/10 yrs • Continued high rate in 05 and 06 • NUIM – highest rate of grade increase • 7.8 fold increase in firsts and 2.2 in 2.1s • Further very large increases in 05 and 06

  19. Entrance Requirements DCU vs. All Universities

  20. Change in Entrance Requirements at NUIM • Upward trajectory started in 1998 • Comparison of 1994 entrants with 2001 (graduates in 1997 and 2004) • 1994 – 4 courses (340-370 min points) • 2001 – 15 courses (3 account for circa 80% of students; 2 same points, 1 lower) • 2002 – 5 courses with points >370 (total of 56 entrants out of 1226)

  21. DCU & NUIM Continuing Trend • DCU – Firsts: • 25.45% in 2005 • 21.19% in 2006 • NUIM – Firsts • 19.96% in 2005 • 18.3% in 2006

  22. Dangers of Grade Inflation • The ceiling effect – lack of discrimination at the top • Self-perpetuating momentum • Competition • Impact on student performance • Drift from objective standards or criteria • Impact on education • Qualification devaluation/inflation

  23. Whence grade inflation? • Universalisation of higher education • Normal distribution of learning ability • Digging deeper to fill places • Egalitarian zeitgeist • Drive towards institutional growth • Pressures to attract and retain students • Contagion Effects • Funding Models • Unit costing • Lack of either system or culture to maintain standards

  24. Network for Irish Educational Standards • Data and research papers by Martin O’Grady, Simon Quinn and Brendan Guilfoyle on www. stopgradeinflation.ie • Network for Irish Educational Standards • Research, information, opinion welcome • Join the network for updates

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