From ECTS to EGS: strains, pains, brains and gains

Karran, Terence (2006) From ECTS to EGS: strains, pains, brains and gains. In: ECTS and assessment in higher education. Educational measurement monographs (57). Umeå University, Umeå University, pp. 70-94. ISBN UNSPECIFIED

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From ECTS to EGS: Strains, Pains, Brains and Gains
An analysis of the fitness for purpose of the European Credit Transfer System and proposals to replace it with a generic European Grading Scale
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Abstract

This paper examines specific features relating to the process of changing the method of assessment and grading in higher education within the European Union, namely:
• that strains on the academic staff are inevitable, given the growing pressures for European integration within a wider (25 nations plus) community;
• that irrespective as to whatever or wherever change takes place in higher education, (be it in curricula design and delivery, assessment and grading, etc.) it has to be undertaken by people who may be resistant to change, and who hence may find the process painful. Consequently, addressing the human dimension (through inclusive involvement) in securing successful change is paramount.
• that changes to the national higher educational systems, by their very nature, create large and complex problems, which hence necessitates very carefully considered policy responses, and sophisticated and sustained implementation strategies (brains).
• that the gains associated with a successful implementation may be greater than those initially sought

Item Type:Book Section
Additional Information:This paper examines specific features relating to the process of changing the method of assessment and grading in higher education within the European Union, namely: • that strains on the academic staff are inevitable, given the growing pressures for European integration within a wider (25 nations plus) community; • that irrespective as to whatever or wherever change takes place in higher education, (be it in curricula design and delivery, assessment and grading, etc.) it has to be undertaken by people who may be resistant to change, and who hence may find the process painful. Consequently, addressing the human dimension (through inclusive involvement) in securing successful change is paramount. • that changes to the national higher educational systems, by their very nature, create large and complex problems, which hence necessitates very carefully considered policy responses, and sophisticated and sustained implementation strategies (brains). • that the gains associated with a successful implementation may be greater than those initially sought
Keywords:Bologna Process, European Credit Transfer System, grading scales, Higher Education
Subjects:X Education > X340 Academic studies in Tertiary Education
Divisions:College of Social Science > Centre for Educational Research & Development (CERD)
ID Code:1602
Deposited By: Terence Karran
Deposited On:10 Jul 2008 07:18
Last Modified:13 Mar 2013 08:29

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