Dr Mark Beachill

In 2007, 23% of students gained a first; in 2019, 28%; by 2021, it was 36%.

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In 2007, 48% of students got a 2:2; in 2019, 19%; by 2021, that became 15%.

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The main bodies representing UK universities have committed to rolling back the inflation from 2019 and the pandemic. Academics should soon expect discussions on how this should be done.

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Grade inflation is driven by intense competition between universities. Students are attracted to universities giving higher grades. Important metrics are grade-related: lower grades bring lower student satisfaction; better grades help progression and retention rates.

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Inflation has happened despite mechanisms to monitor grading practices and maintain standards.

This paper raises the possibility that the quality framework used in UK universities facilitates grade inflation through creating bespoke assessments designed to match a relative ad hoc set of “learning outcomes”.

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The variability of assessments makes it impossible to compare grading between assessments and so set standards. Grading becomes open to pressures outside the subject area and difficult assessments may be removed or modified by shifting learning outcomes. Much of student time is taken up by simply trying to understand these assessments rather than on academic content.

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Only 20 years ago there were significantly fewer forms of assessment. These relatively consistent forms – such as essays – tested academic abilities and understanding and allowed a consistency of judgements. This paper raises the idea that we should reconsider the effectiveness of the quality framework and consider developing forms of assessment that allow consistency.