Enigmatic Variations: Honours Degree Assessment Regulations in the UK

The debate in the UK about the continued existence of the honours degree classification led to a survey of the assessment regulations in 35 varied higher education institutions. This revealed considerable variation in the way in which honours degree classifications are determined, and also in the handling of weak performances by students. Such variability, deriving from a system in which institutional autonomy is to the fore, raises a question about equitability in the treatment of students. A brief allusion is made to the variability in assessment regulations in the US and Australia.     

A framework for intentionally fostering student learning

Recognizing the mismatch between a philosophy of holistic development and evaluation focused on external, quantitative criteria led Miami University's Honors and Scholars Program to revise its curriculum in accordance with student development theory.