Grade Point Average (GPA)

Professor Philippa Levy 6th June 2014

• GPA

• Reasons for considering GPA

• The GPA pilot

• Next steps

2

Outline

• Not new

• Representation of the standard achieved by a student during

and at the end of their degree programme

– Associate a summative number to each module

– Calculate an average of these as a final summative grade

– Cumulative GPA can be calculated

• Common globally but much variation in detail of models

– Including how module grades from the different years of a

degree are credit weighted to calculate a final GPA

– reflecting student performance in the latter stages of their

degree, or performance throughout their degree

3

GPA

• The ‘cliff edge’

• Lack of granularity

• Discretion and boundary treatments

• Different algorithms

– Exit velocity weightings

– Dropping credit

– Use of profiling (e.g. median)

– Use of year 1 modules

• Different marking practices across disciplines and institutions

• May not motivate students

• Lack of international understanding/comparability

Note: use of GPA would only address some of these 4

Honours Degree Classification - issues

• Reservations of ‘fitness for purpose’ of Honours Degree Classification

expressed in national reports e.g.

– Dearing Report into higher education (1997)

– Burgess Reports (2004, 2007, 2012)

• Group of interested universities (GIU) meet 2011-12

– Leading to a proposed GPA model (2012)

• Oxford Brookes white paper introduces GPA in tandem with HDC (2012)

• December 2012 meeting of DBIS, HEA, UUK plus others to consider GPA

model to replace/add to HDC

• HEA undertakes scoping work and plans a GPA programme of work

(2013-14)

– To facilitate national debate about the potential use of GPA in UK

higher education; GPA Advisory Group set up (September 2013) 5

HDC/GPA – current history

• Perceived benefits

– Greater granularity and transparency

– Avoidance of cliff edge

– Greater student commitment

– Reduction of appeals

– Globally understood and international comparability

– Compatible with HE marking culture

• Possible issues

– Continuous pressure on students

– Possible grade pressure and inflation (mitigating factors in UK)

– Not yet understood in UK

– Doesn’t solve all problems of HDC – new cliff edge?

Note: summative GPA complements ‘rich picture’ HEAR

GPA – benefits, issues

6

Grade Standard Grade point UK current descriptor

A+ Excellent 4.25 Top 1st

A Excellent 4.00 Good 1st

A- Excellent 3.75 Low 1st

B+ Good 3.50 High 2.i

B Good 3.25 Mid 2.i

B- Good/Satisfactory 3.00 Low 2.i

C+ Satisfactory 2.75 High 2.ii

C Satisfactory 2.50 Mid 2.ii

C- Satisfactory 2.25 Low 2.ii

D+ Adequate 2.00 3rd

D Pass 1.00 Low 3rd or pass

D- Marginal Fail 0.50 Marginal Fail

F Fail 0.00 Fail 7

GIU proposed model

• US approach (broadly) of attributing grades/marks at module level for aggregation

• 13 point scale using F (0) to A+ (4.25) used

• Various GIU models tested on Nottingham and Birmingham student data

• As far as possible individual student achievement categories are maintained

• Results should not disadvantage UK students internationally

• Should have the ability to discriminate high achievement

• Leaves open the possibility of grade/numerical initial assessment of work in

qualitative and quantitative disciplines

• Leaves open the possibility of exit velocity

• Applicability to taught PG programmes

8

GIU - comments

• Co-ordinate a broad programme of information

sharing

• Facilitate the GPA pilot

• Commission research to complement as

appropriate

• Consult with students, employers and other groups

9

The pilot - role of the HEA

• For the HE sector

– Recommended national GPA system that provides a

consistent and transparent approach for key stakeholders

– Enhanced awareness and understanding of issues relating

to its introduction and use, and associated resources

• For piloting institutions

– Informed decision making and planning in relation to full

institutional implementation (alongside HDC) potentially

from 2014-15

GPA pilot 2013-14 – anticipated

outcomes and outputs

10

Bangor University - University of

Birmingham - University of Edinburgh -

Hull College - Kingston University -

University of Leeds - University of

Leicester - Northumbria University - City

College Norwich - University of

Nottingham - The Open University,

Oxford Brookes University - Richmond,

the American International University in

London - University of Sheffield -

University of Southampton - South West

College (Northern Ireland) - University

College London - University of the West

of England - University of the West of

Scotland - University of Winchester -York

St John University

11

Piloting institutions

12

Pilot GPA model

13

Optional pilot model for quantitative subjects

Pilots explore and report back on questions in these areas:

• Acceptability of proposed scale in relation to institutional provision and its

robustness in comparison with current system

• Implications for marking practice in qualitative and quantitative subjects

• Preferred institutional approaches to progression weighting with GPA

• Operational issues relating to marking, moderation, exam boards, appeals

and systems requirements for reporting of student results, and dual

running of GPA alongside degree classification

• Issues arising that relate to institutional assessment policy and practice

14

Pilot - questions and issues (1)

• Institutions able to look at the issues associated with

conversion of current module grades/percentages to the GPA

• Institutions asked to model the use of the GPA scale

retrospectively in comparison with degree classification

system (use of 2012-13 cohort data)

• No prescribed approach to progression weighting - an

opportunity to investigate issues relating to different

approaches and potential for unified UK-wide approach

15

GPA Pilot - questions and issues (2)

• Institutional working groups of c5 people, incl. a student and/or student

rep, senior manager, academic staff, others e.g. employer rep

• 4 HEA-facilitated meetings, attended by 2 working group members (one to

be a student or student rep)

• 4 special interest groups established: proposed scale; regulations &

procedures; implications for students; transfer of credit

• Online tools to facilitate support and exchange of learning

• Piloting institutions presenting updates and to provide a short report for

July 2014, using templates and guidance; HEA to capture , synthesise and

report on experiences and learning

• HEA to evaluate pilot and disseminate from autumn 2014

16

GPA -pilot process and support

• Working groups formed in HEIs involving academics, students,

senior staff

• Some groups involving employers, wider groups of students in

internal consultation (e.g. through focus groups)

• Minority of institutions are carrying out data modelling

exercise only

• Approximately half are using the two GPA scales (for

qualitative and quantitative subjects)

• Most institutions modelling using ‘mirror’ approach, then

additional approaches (e.g. ‘straight average’)

• Need to carry out impact analysis (e.g. gender, disability)

17

Institutional reporting to date

• Can GPA and HDC be expected to work in parallel?

• Should we recognise that GPA and the HDC measure

different things

– If so, how do we explain and implement?

• Are there scales which lead to greater mirroring (i.e. cause

less disturbance in comparison with the HDC)?

• Does the pilot scale generate GPAs that are internationally

comparable?

• Should we use the introduction of GPAs to revise marking

practices and scales?

18

Emerging issues

• 32 higher education providers in a wider

group shadowing pilot

• engagement with students - NUS

• employers : Association of Graduate

Recruiters

• PSRBs

• Other special interest groups e.g. Academic

Registrars Council

19

Wider programme

• 30 May 2014 - Institutional reports

• 18 June 2014 -Fourth facilitation meeting

• Initial findings based on institutional reporting

• Student record systems

• Student perspectives

– September 2014 - final facilitation meeting

• Report on outcomes of pilot

– Publication of report

– 2014-15 wider dissemination

– Supporting implementation

– Supporting further pilot

Next steps and future activity

20

• Further information, FAQs

www.heacademy.ac.uk/gpa

• Contact

gpa@heacademy.ac.uk

Acknowledgments: Prof. Graham Curtis,

Dr Erica Morris, Dr Geoff Stoakes

21

Follow up