Abstract

The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.

Keywords

ECTS; grading system; assessment; Bologna process

Published in

Teaching in Higher Education
2009, Volume: 14, number: 2, pages: 185-194
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

SLU Authors

• Trowald, Nils

  • University administration, Swedish University of Agricultural Sciences
    

Sustainable Development Goals

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all


UKÄ Subject classification

Learning
Pedagogy


Publication identifier

DOI: https://doi.org/10.1080/13562510902757260

Permanent link to this page (URI)

https://res.slu.se/id/publ/44587