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Direct linkYorke, Mantz – Studies in Higher Education, 2010
Assessors in higher education are often faced with the need to grade student work on lengthy scales. Is such fine granularity in assessment really necessary? The question can be addressed at different levels of the assessment system: here the focus is on the difference that would be made to honours degree classifications if so-called percentage…
Descriptors: Law Students, Higher Education, Student Evaluation, Foreign Countries
Peer reviewedWinter, Richard – Studies in Higher Education, 1993
Student evaluation methods (pass-fail vs. traditional grading) for Britain's honors curriculum are discussed. The British educational tradition concerning the honors degree is outlined, and the rationale for grading is examined. It is recommended that pass-fail grading based on specified learning outcomes be adopted for educational and practical…
Descriptors: Academic Standards, Change Strategies, Degree Requirements, Educational Change
Peer reviewedRudd, Ernest – Studies in Higher Education, 1984
The pattern of honors degrees awarded in British universities in 1967, 1978, and 1979 shows women receiving lower percentages of both top and weakest honors degrees. Various explanations are considered, and it is concluded that the answer is in the differences in distribution of ability measured by intelligence tests. (MSE)
Descriptors: Academic Achievement, Bachelors Degrees, College Students, Comparative Analysis
