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Showing posts with label transcript. Show all posts
Showing posts with label transcript. Show all posts

Tuesday 17 July 2012

Degree classifications are extremely crude - and pretty useless



When they graduate, students should simply be given a transcript of their marks as a record their study, says Jonathan Wolff
Universities themselves do not find the classifications useful.
Universities themselves do not find the classifications useful. Any student applying for further study will be asked for a transcript of all their marks, in addition to their degree result. Photograph: tomas del amo /Alamy
In Geneva a few weeks ago, as the American and European participants were discussing which insect repellent to use on their post-conference hikes, I had to leave in order to attend yet another meeting of an exam board. This year, I've been chair of several of our boards, "faculty observer" on others, and external examiner elsewhere, and so my desk has been littered with exam scripts and spreadsheets. My head is full of rules for dealing with classification and borderline cases. Degree schemes are like snowflakes: no two are alike.
North Americans rarely understand the expression "exam board" unless they have worked or studied in the UK. Of course, they grade their papers, often with substantial help from their teaching assistants. But once the marks are settled, that is it as far as the department is concerned. Marks go off to the university administration, and in due course find their way on to student transcripts.
Here, by contrast, at least two academics assess or moderate each paper. The mark then exists in a form of limbo until ratified by the exam board, the external examiner and the university examinations section. In some cases, a single essay will be read by three different people, and the mark adjusted twice, although this is rare. Marking in the UK is a process of handicraft, not mass production.
And what do we do with these finally tuned judgments? We put them into a computer that weights them for year of study, ignores some of the bad ones, and produces a number through some form of averaging process. That number will assign the candidate either to a clear degree class, or to a twilight borderline zone. If borderline, we then use another set of rules, apparently too complex for any computer, taking account of such things as "exit velocity", "spread of marks" and any extenuating conditions, in turn graded A, B, C, and X. In such discussions a score of academics can spend a couple of happy hours for each degree programme trying to detect whiffs of high-class performance. Inevitably, and tragically, some students will be consigned to a lower classification by a hair's breadth.
And after all of this, what do we end up with? Given that many students now regard a 2:2 as hugely disappointing, the great majority find a way to do what they need to achieve at least an upper second. Some, with talent and hard work, will do even better and will be awarded a first. Those who in the old days would have performed weakly are likely to have failed at an earlier stage, and so just won't be there in the graduating class. I haven't seen a third in years. Averaging between a 2:2 and a fail is a real challenge. Hence after all this work, we assign perhaps 20% of students to the first-class category and most of the rest to the upper second-class group, with a sprinkling of lower seconds.
In other words, the job of an exam board is to spend a huge amount of effort taking a rich profile of information – how students have done over a wide range of assessments – and turn it into extremely crude classification. And it is classification that we find useless for our own purposes. Any student who applies for further study will be asked for a transcript of all their marks, in addition to their degree result. Universities apparently don't think the degree classification conveys very much useful information, and so why should anyone else?
I'm coming to the conclusion that we should simply issue students with transcripts to record their study, and leave it at that. There are proposals to replace degree classifications with grade point averages, as in the US. That's a move in the right direction, but why have a summary measure at all? School achievement isn't summarised into a single number, and why should it be any different at university? If a student on a German and geography degree did brilliantly in German and miserably in geography what purpose is served by reducing it all to a single score? And so my plea: No more classifications. No more algorithms. No more borderlines. And, most heartfelt of all, no more exam boards.
• Jonathan Wolff is professor of philosophy at University College London

Tuesday 10 January 2012

Elite Asian students cheat like mad on US college applications


BANGKOK, Thailand — From sleep to social lives, there is little Asia’s most upwardly mobile students won’t sacrifice for education. Though they belong to the so-called “Asian Century,” American colleges remain the premier destination for the elite from Shanghai to Singapore to Seoul.
The path to US college acceptance, however, increasingly compels students to sacrifice their integrity. For the right price, unscrupulous college prep agencies offer ghostwritten essays in flawless English, fake awards, manipulated transcripts and even whiz kids for hire who’ll pose as the applicant for SAT exams.

“Oh my God, they can do everything for you,” said Nok, 17-year-old Thai senior in her final year at a private Bangkok high school. (She asked GlobalPost to alter her name for this article.) “They can take the SAT for you, no problem. Most students don’t really think it’s wrong.”
 
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Among Asian high society, and particularly in China, parents’ obsession with sending their offspring to US colleges has given rise to a lucrative trade of application brokers. Depending the degree of assistance, families can expect to pay between $5,000 and $15,000.

“The parent says, ‘My kid needs this GPA but, frankly, his scores aren’t that strong.’ Then the unscrupulous agent says ‘Don’t worry. We’ll figure that out,’” said Tom Melcher, chairman of Zinch China and author of a Chinese-language book on choosing American colleges.

A 250-student survey by Zinch China, a Beijing wing of the California-based Zinch education consultancy, suggests college application fraud among Chinese students is extremely pervasive. According to the survey, roughly 90 percent of recommendation letters to foreign colleges are faked, 70 percent of college essays are ghostwritten and 50 percent of high school transcripts are falsified.
“For the right price,” Melcher said, “the agent will either fabricate it or work with the school to get a different transcript issued.” Admission into a top 10 or top 30 school, as defined by the US News & World Report, can bring a $3,000 to $10,000 bonus for the agent, he said. The magazine, Melcher said, is commonly confused in China for an official government publication.

Demand for such agents is high and getting higher. Rapid economic growth across China and other parts of Asia has sparked an explosion in foreign students hoping to secure their ascent with a Western diploma.

Chinese citizens currently account for more than one in five foreign students studying at US colleges. Nearly 158,000 Chinese students are enrolled at any given time, a full 300 percent jump over mid-1990s numbers, according to the Institute of International Education.

Chinese, Indian and South Korean students comprise roughly half of America’s foreign college student population. Vietnam has sent 13 percent more students to the US within the last year, and Malaysia has added 8 percent, the institute reports.

But many American college officials are oblivious to the application fix-it men these foreign students may have paid back home. Worse yet, remaining blind to the deception is often financially incentivized.

America’s economic downturn has drained the state tax coffers that provide a funding lifeline to many US colleges. Many schools have resorted to unpopular tuition hikes. But many are also courting wealthy foreign students whose families gladly fork over money for housing and tuition along with out-of-state or even out-of-country fees.
 
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“International students are seen as a source of revenue ... and the trend has exploded in the past two years,” said Dale Gough, international education director for AACRAO, the American Association of Collegiate Registrars and Admissions Officers.

Foreign students, through tuition and living expenses, contribute $2.1 billion to the US economy, according to the US Commerce Department. “In short,” Gough said, “they help the bottom line.”
Excuses abound for ignoring fraudulent applications, Gough said. Some assume that kids who cheat will inevitably flame out anyway and never score a degree. Some admissions officers, he said, contend that “that’s just the way it’s done over there.”

Many schools also make sloppy attempts to translate foreign transcripts, calculated by an “indigenous” and unfamiliar methodology, into America’s GPA or “grade point average” system, Gough said.

His association publishes a guide to deciphering foreign scores, the only one of its kind, but fewer than 500 of the 3,500 institutions represented by AACRAO bother to buy a copy.
“Translating foreign grades into a GPA system is meaningless,” Gough said. “They attempt to do it anyway.”

Gough fears that universities’ lax standards, and focus on big foreign tuition payments, will eventually undermine the pedigree of an American diploma. The damage, he said, would be nearly impossible to undo.

“This scenario spells disaster,” Gough said. “Even if a lot of the students who cheat are bright, and they go on to succeed, is this fair to American students? Or [to] the foreign students who play by the rules?”

While America has ceded manufacturing power and foreign influence to China, an American degree remains the gold standard of educational prestige. Nok, who is currently applying for colleges abroad, never considered applying to universities in Asia.

“Students who study in America are elite, the privileged,” said Nok. “It shows you’re smarter than the others.”

But like most Asian students, Nok has felt baffled and overwhelmed by America’s complex application system.

“Here, you take a big test one day and report the score. That’s how you figure out where you’ll go to college,” she said. “The Americans are different. They want to know the big picture. All these essays. All this stuff about your life.”

America’s liberal arts application system is “fundamentally more confusing,” said Joshua Russo, director of Top Scholars, a college prep and tutoring agency in Bangkok.

Asian families unfamiliar with the process, he said, are justified in seeking an agency’s help with application strategies and tutoring to build the skills US colleges demand. But Russo’s refrain to parents, he said, is that kids who can’t write their own essays are likely to burn out once enrolled in America.

“Some consultants will promise the world ... and they’re fundamentally preparing students to fail,” Russo said. “Beyond fabricating an essay, they’re fabricating a whole life story. Students will start to believe in the lie. It’s wrong.”

The allure of America’s universities, and the pressure-cooker drive to succeed among Asia’s expanding upper class, will continue to propel Asian students into American schools. Many Chinese teenagers applying abroad, Melcher said, are the sort of highly motivated students colleges desire.
“Chinese kids are typically great,” Melcher said. “They’re not at the tailgate parties drinking. They’re busting their butts. Failure is not an option.”

But college application fraud will continue, he said, so long as the risks are low and the rewards are so high. His consultancy suggests interviewing all Chinese students via online video chats, conducting spot tests in English, and hiring a mainland Chinese staffer in the college’s home office.
“Frankly, I feel really bad for Chinese families who are trying to be honest,” he said. “They’re driving 55 while everyone’s zooming past them. After a while, they throw up their hands and say, ‘Fine, I’ll speed up.’”