Smith, Susan; Sutherland, Neil; Allen, David; (2024) Opening the black box of degree classification algorithms: towards a research agenda. Teaching in Higher Education 10.1080/13562517.2024.2302555. (In press).

Text Smith_[Final] Opening the black box of DCAs.pdf Access restricted to UCL open access staff until 23 July 2025. Download (417kB)

Abstract

Higher education systems exhibit varying degrees of heterogeneity in approaches to undergraduate degree classification – specifically for this Point of Departure: the wide variety of ‘Degree Classification Algorithms’ (DCAs) used to calculate students’ final awards. To date, the impact of DCA variation remains an under-researched ‘black box’, and whilst isolated institutional case studies have drawn attention to some underlying tensions, we posit a research agenda that calls for further evidence – from a sector, institutional, and student perspective. From a social justice perspective we argue that such variation has the potential to increase inequity of degree outcomes; increase scepticism from employers about degree classification; and impact student performance. This article draws on the UK as a country case study with significant institutional diversity in DCAs. The research findings can inform sector-wide and international research and policymaking in relation to DCA approaches.

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