Quality assurance in higher education: analysis of grades for reviewing course levels

Quality assurance in higher education: analysis of grades for reviewing course levels In quality assurance, degree courses in European higher education have to demonstrate the course level by means of results. These courses produce many results, among them grades, referring to teachers’ evaluations of students’ performances, and it is our proposal to use them as an effective mean to reflect the course level. Our study examines the criteria that are needed to analyze grades as significant indicators for course levels. We considered what might constitute empirical proof of valid grades and from this analysis we established that the main proof of valid grades consists of measurements of construct validity, scale reliability, intercorrelation and face validity. The analyses delivered insights into the relationship between the proof of valid grades and elements of the curriculum. In the light of these insights we developed four characteristics as reference points for curricula realizing the course level. Following these points, we draw up a procedure to create such curricula. This procedure is explored in a study with eight bachelor degree courses. The conclusion is that the procedure traces the causes of invalid grades and confirms that valid grades are significant indicators of the course level. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

Quality assurance in higher education: analysis of grades for reviewing course levels

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Publisher
Springer Journals
Copyright
Copyright © 2011 by Springer Science+Business Media B.V.
Subject
Social Sciences, general; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-011-9481-6
Publisher site
See Article on Publisher Site

Abstract

In quality assurance, degree courses in European higher education have to demonstrate the course level by means of results. These courses produce many results, among them grades, referring to teachers’ evaluations of students’ performances, and it is our proposal to use them as an effective mean to reflect the course level. Our study examines the criteria that are needed to analyze grades as significant indicators for course levels. We considered what might constitute empirical proof of valid grades and from this analysis we established that the main proof of valid grades consists of measurements of construct validity, scale reliability, intercorrelation and face validity. The analyses delivered insights into the relationship between the proof of valid grades and elements of the curriculum. In the light of these insights we developed four characteristics as reference points for curricula realizing the course level. Following these points, we draw up a procedure to create such curricula. This procedure is explored in a study with eight bachelor degree courses. The conclusion is that the procedure traces the causes of invalid grades and confirms that valid grades are significant indicators of the course level.

Journal

Quality & QuantitySpringer Journals

Published: Mar 26, 2011

References

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