COLUMN. Recently, management for all Swedish medical faculties gathered for an Academic Conference of Deans in Örebro. There, the issue of introducing scaled grading for health science first-cycle programs, in Sweden, was raised to a national discussion, writes Pro-Dean Eric Hanse in his column.
Last year, a decision was reached by the Academy Board at Sahlgrenska Academy to introduce scaled grading for all of our first-cycle programs. The decision only states that grades are to be introduced, but it does not specify how this is to be done or what type of grading scales is to be used. Since the decision was reached, it has met with criticism, primarily from the students. Right now, the issue is tabled by the current Academy Board, but the decision has not been overturned.
There is good consensus among medical faculty management in Sweden
The Education Council was assigned to investigate how scaled grading could be introduced, and reported that their findings indicate that such a change should be executed with national consensus. Now, this is well on its way to being created. At the national Academic Conference of Deans that was held in Örebro, in mid-May, where both Dean Olle Larkö and I represented Sahlgrenska Academy, scaled grading was a main topic of discussion. By far, it is my impression that there is good consensus among medical faculty management in Sweden that scaled grading should be introduced. There is also a desire to increase national examination coordination. National examinations and scaled grading are considered to be quality drivers in education. The issue will also be highlighted in other situations where our education is discussed on the national level. A work group appointed by SUHF (The Association of Swedish Higher Education) has recently reported their work, where they advocate continued discussion and investigation.
Scaled grading is an issue that evokes emotions. Recently, we had a lively discussion on the issue at the Head of the Departments Council, where some of our department heads strongly disliked the idea of introducing scaled grading, while others felt that the advantages outweighed the extra work this would mean for our teachers. Even the student union has indicated that they do not want scaled grading to be introduced.
We set ourselves apart by not having scaled grading
There are also examples of both students and teachers who think that introducing scaled grading is not just correct, but, completely necessary. Personally, I see a number of advantages, in particular, for our internationalization. We set ourselves apart by not having scaled grading, and when our students seek positions abroad, it is difficult having grades that only indicate passed, when the competition can show top grades, in several courses. For the students, it should be a matter of fairness, as scaled grading gives a fairer chance at competing for the attractive jobs, after first-cycle education. Moreover, for us, scaled grading can be another instrument in our selections for doctoral studies.
The ability to be able to test well and grade performance lies at the heart of the University – that includes everything from theses to peer-reviews and application reviews. It is our job to grade.
Here you can read the report ”Betyg i högre utbildning” (Grades in higher education) in Swedish, that was submitted to the orderer, SUHF, earlier this year.
