The Irish Times carries another front page report on grade inflation in the Irish education sector, citing an unpublished internal TCD study. The statistics presented do seem to indicate a remarkable rise in the percentages of higher grades at third level. This is taken as evidence of grade inflation (I hate the phrase ‘dumbing down’). It is worrying that the Minister seems to be narrowing the focus of his investigation on the rate of increase in higher grades when the underlying causes may be more revealing if he is really committed to reform in the education sector.
In relation to second level the Times cites the report as saying:
The report will also point to grade inflation in Leaving Cert grades between 1992 and 2004, but it concludes the problem has stabilised since then. The Trinity study concludes that the proportion of Leaving Cert students achieving 500-plus points has increased by 124 per cent in the period 1995 to 2009. But the increase since 2005 is a more modest 6.25 per cent. The proportion of students achieving points in the 400-499 range increased from 15.5 per cent in 1995 to 21.5 per cent in 2009, representing an increase of over 38 per cent.
Students seem better at getting higher grades in a state examination. Why? Could it be that students are getting better at the exam game? The leaving certificate, despite some marginal changes, is by and large an exercise in remembering facts or remembering answers to questions and producing them on the day. This is a function of the type of exam it is where standardisation across the country is required.
So how does this relate to third level? Shouldn’t third level education focus on transferable skills, critical thinking, originality, problem-solving etc? Yes, of course it should. Let’s consider something though – leaving certificate students study in class sizes of about 30. My first year economics module last year had 240 students. It is unusual for classes at third level to be smaller than those at second level – usually they are multiples. And this is getting worse as there is a greater enrollment at third level. So the exams must take a similar form as the large terminal exams at third level. And we have already seen how good students have got at that. This is not a justification – but perhaps some element of explanation.
In the same article Brendan Guilfoyle of IT Tralee is quoted “There are clear parallels here to the banking crisis where the supposed regulators went missing”. This seems to suggest that there should be a standards-based approach to third level grading. But haven’t we seen how a standards-based approach (the leaving certificate) leads to one-size fits all national curricula and does not prevent rises in grade levels.
The argument that the value of a university of degree has diminished (inflation) but this is because of greater numbers of graduates rather than necessarily higher grades. Over recent decades employers have incrementally sought a leaving certificate, then a degree, then a masters and so on. As more candidates in a jobs market hold degrees the value of those degrees must go down. Is anybody seriously suggesting we should reduce the number of graduates?
2 Comments
Why is the Minister waiting for a report on the pattern of grades in exams? All the info is on the Dept of Education website. A quick look at Leaving Cert. Economics results is available here.
Forgetting about “Grade Inflation” I can personally confirm that the standard of Irish graduates is very low.
I myself obtained a B.Sc. here in Science and then moved to Germany. On going there I expected the standard to be the same and I can assure you that was not the case. My German counterparts were much more capable than me in all areas of my subject, and most importantly at actually applying their knowledge to solving real problems. Where I knew of certain terms and remembered vaguely how I could solve EXAM questions on the topic – I had no significant experience at really working with and applying the material and thus felt completely undereducated in comparison to the others there. (This is an experience which I have shared with other Irish science and engineering graduates, from different Irish universities who also worked on the continent (in different European countries)).
Furthermore, Erasmus students from the continent often comment on how “easy” our system here is.
My opinion on the cause:
Each department in the universities here obtain funding related directly to the number of students they have! Thus, failing a student in 1st, 2nd or 3rd year = less funding for the department. The result is that nearly everyone who gets into science graduates and has little fear of being failed (entry points are gen fair low and have been seen down in the 200′s).
Should there be less graduates?? Maybe – there should be strict and properly regulated exams (possibly also a lot of continuous assessment to avoid the above mentioned exam problem). And most importantly the departments should be free to fail anyone who doesn’t meet the mark. This will result most likely in fewer graduates, but at least the graduates will be worth something! Or for the others that can’t make it have general degree’s or diplomas that they can opt out with.
I cannot speak for other areas but in science and engineering we really lag behind!! And artificially holding up the graduate numbers is pointless and something that we as a country will ultimately pay the price for! (Already warning bell’s are ringing in employers offices)