Rob Ward The Centre for Recording Achievement [email protected] Context setting, the journey to ‘Bringing it all together ’ – and a bit beyond…. What we think…. The Journey. The Scoping Group. The Steering Group: Credit and the Honours Degree Classification.
Honours Degree Classification No Longer Fit for
The Case for Change (Why Develop a HEAR?)
Summative System at Odds with Lifelong Learning.
Stronger focus upon ‘Employability Skills’ > Employers have clearly defined qualities they are looking for in graduates.
Greater financial investment than ever before.
Students require more than just a certificate.
All stakeholders should have detailed information on what is behind a particular class of degree.
Wider Recognition of Achievement.
1. provides a detailed (national and international) single record of student achievement; (incorporating both the DS and HE Transcript);
2. enables provision of a full academic record, including the opportunity for detailed information of achievement in respect of different forms of assessment;
3. provides a common structured format within which to include details of the wider achievements of the learner within section 6.1.
2008 on Two cohorts of trial institutions (30 overall), the first purposefully chosen to reflect diversity…
2012 Final Report recommending adoption, endorsed by UUK and Guild HE.
16 institutions issued HEARs to graduates in 2012, (45,000+ HEARs, full range of mission groups).
36 additional institutions implementing by 2012, many more have formal timetabled plans for implementation.
Institutions are issuing HEARS - 45,000 HEARs were issued to graduates leaving sixteen Universities in 2012.
The full range of institutions are involved… Institutions issuing HEARs span the full range , both teaching and research-led.
Numbers are growing - we anticipate:
More than 110 institutions signed up for the HEAR Starter Pack .
There is a growing level of interest in the HEAR within programmes that can serve to support student development as well as future applications for employment and postgraduate study.
Most challenges met - there are ways of addressing most if not all of the questions raised by the implementation process, including section 6.1 and the importance of equal opportunities in provision.
There are now no issues regarding the acceptability of the HEAR as the UK version of the Diploma Supplement.
The HEAR can accommodate GPA.
Technology available Project DARE (Digital Academic Records Exchange service) available to apply high-level digital signatures to electronic documents, including the HEAR (other systems are of course available).
We know from the Futuretrack study that extra-curricular activity matters…
1. A repository for the recording of academic and verified wider achievement (so needs to interface with the Student Records System, or wherever else such information is held);
2. A context where programme information is held, so needs to interface with any module catalogue (or have bespoke material written)
3. A formative resource to support planning and review during the student lifecycle, with verified information added on an ongoing basis (so links to online assessment and feedback systems);
4. A resource that students can draw upon to support future applications for employment or further study;
5. A document that can be accessed by possible employers, with the students permission (e.g. in terms of data search);
6. A document that might facilitate the export of elements into graduate application processes, with appropriate tagging to indicate institutional verification of Such elements;
7. The permanent definitive student record, signed off by the registrar or similar and held for the lifetime of the graduate, with either permanent links to other material (e.g. programme or module information) or with all the information contained within the individual record.