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Modularisation of first degree courses in the UK has led to degree classifications being determined 'by formula' in the majority of cases, according to systems for combining students' marks or grades which may vary between institutions. This article discusses the effects of different systems for selecting and combining module marks on students' degree classifications and shows that these effects depend on the variation in a student's marks for different modules. The potential for an aggregation system to influence students' behaviour and hence their future achievement is identified. The degree classifications obtained when different aggregation systems are used to classify a cohort of honours graduates from a modular degree course are compared. Substantial variation is found in the marks achieved by an individual student in different modules and this may lead to their being placed in different classes by different methods of aggregation. Analysis of the variation in the performance of individual students is identified as a potentially important tool for monitoring the operation of modular schemes and may also help to explain why some groups of students tend to achieve higher degree classifications than others.
Vanessa Simonite (Thu,) studied this question.