February 2023
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This conference examined the next steps for quality, regulation of standards and best practice in higher education awarding and assessment.
It followed changes to OfS registration conditions, covering effective assessment and new baseline requirements for student outcomes, recent concerns surrounding grade inflation, and the QAA demitting Designated Quality Body status.
We are pleased to have been able to include a keynote address from Dr Ailsa Crum, Director of Membership, Quality Enhancement and Standards, QAA.
Areas for discussion included:
‘Grade inflation’
- assessing drivers of grade inflation: market forces and incentives - practices and policies at an institutional level - explained and unexplained awarding changes
- data and evidence: assessing metrics for data collection and analysis
- monitoring and modelling: improving provider and sector understanding of awarding patterns and trends - updating models to consider wider changes across HE markets, students and practices
Quality and credibility of qualifications
- regulation:
- assessing the developing landscape and its impact on stakeholders - the role of bodies such as the OfS, QAA and UKSCQA in protecting quality and credibility of awards
- compliance with new OfS registration conditions - the impact of ongoing regulation on providers, awarding and credibility
- provider processes and governance:
- implementing revised degree outcome statements
- gathering performance and awarding data - using data in self-assessment and planning
- reforming and strengthening internal governance and academic structures to meet awarding targets
- partnerships: collaboration with PSRBs and quality bodies to improve internal processes and algorithm design - developing staff - maintaining quality and value in joint-awarding
- awarding gaps: closing awarding gaps while tackling grade inflation - priorities for fairness in implementing new policies
Meeting new B3 requirements
- strategy: building a provider-wide strategy to meet new baseline indicators - collecting and analysing data to monitor performance and inform action
- interventions: working with departments, schools and faculties to implement target action plans in areas of concern
Assessment standards in innovative provision
- new learning models:
- maintaining standards and reliability for new teaching and assessment models - the impact of new regulation on the development of assessment practices
- incorporating outside expertise into assessment design - developing guidance and training for internal and external examiners
- assessment and awarding standards in flexible, part-time and new-credit-based courses in lifelong learning
- classification design: reforming and updating the degree classification system to cater for future skills, meet employer needs and effectively differentiate graduates
