An outsider viewing the US HE sector might have some basic, possibly penetrating, comments to make about the way it is organised. I cannot offer these as I am a product of that system, however, I am an outsider in the UK whose frame of reference is the American system, and, I do have some comments about two aspects of UKHE. Don’t get me wrong, I am not saying the American system is better (a quick look at some older posts should make clear an undercurrent of respect for the UK’s system overall), it is only a useful comparison.
The two items are A-levels and the Research Excellence Framework (REF). I will treat A-levels here and the REF later.
The A-level system is horribly messed up. The idea of standardised testing is not the issue – that is a topic on which adults may honourably disagree. Grade inflation is not the issue – this too is an issue on which citizens and government may debate. The range of topics at A-level is not the issue – there truly is a debate to be had about core subjects and modern topics. Let’s be clear, the horribly messed up part is not about the “what” of the A-levels system it is the “how.”
For the benefit of outsiders, let me briefly describe what happens...
In their final year of school, University bound UK students sit a set of exams called A-levels. My students might sit subjects like: Chemistry, Biology, and Business. Most of the subject areas you would recognise, others might leave you scratching your head. These exams provide a set of grades which Universities use to decide if a student can enrol on their preferred course of study in fall.
For North Americans (and others): The University year from a student perspective starts later in the UK than it does in North America. Usually orientation is the last week of September with classes beginning in October. August is mostly filled with family holidays provided by the generous annual leave packages provided by UK (and European employers).
Why are these points relevant? The test results are released in mid to late August. Prior to this (Decemberish), students apply to university based on a belief system reinforced by their teachers and whatever is going through their heads during their last year of school. They apply on the basis of “estimated” grades. The university “accepts” them based on this belief system. Universities track applications numbers, applications processed, etc... but at the end of the day what matters is the all important grades – as they should.
So far so good. The good part is that this system working well promotes ruthless self-assessment and reflection among 18 year olds... Or not...
In an ideal world, they would choose a range of universities that match a range of possible outcomes, except when they don’t... Like the ambitious all A* (predicted) student who applies to Cambridge, Oxford, and Imperial and gets a B instead.
Reality bites and all the data I have seen suggests, for example, that the number of students who believe they will get net grades under 300 is smaller than the number who actually do.
But this is perhaps unfair because teachers are to blame too. They haven’t done a great job predicting and tend to over predict in ways that are biased by for gender, economic status, and institution type.
None of this would matter were it not for the fact that the grades are released so late. The results are obtained in the second half of August and a mad rush known as “clearing” begins. During the period, universities shed those who do not make the grades; students without a place (perhaps at all their choices) make a rush for the best alternative university. Some with excellent grades never find a place.
The clearing season is complex because it should be a time when clarity finally appears. It is the first time that students and universities have the opportunity to abandon belief and take action based on facts. Except they can’t always...
... because at this critical time, Universities often do not always know how many places they have left. Why don’t they know this? Students do not always convert to second choice institutions. There is another set of exams called BTECs, the results of which are released about the same time.Between the two it takes time to get clarity. Getting this sifted accurately takes about two weeks, sometimes longer. They may think they have no places one day and realise they have dozens the next. Courses get closed and a good student may not find a place. ...but if a very good student wants a place, why not accept them? Because the universities can't take them due to student number limits.
What is the problem with student numbers? Universities can be fined for taking too many students. During the horrible messed up period, the stakes are very high for both students and institutions. Worst of all, many decisions makers will be on summer holidays.
In conclusion, there is much good about examinations and trying to get reliable indicators of University success. But systems need to do this in a timely fashion so that students and universities can make critical decisions based on knowledge rather than belief. The data suggest the belief system represented by estimated grades is often wrong and gets more wrong as economic status decreases. The whole system would be aided by allowing all parties to have the data before applications are submitted. If one or two loose ends need to be tied up, get this done a few months in advance. But the problem is, there is some attachment to this last minute chaotic muddle. I have no idea why.
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