The degree credit system has long been the traditional method for measuring and awarding academic achievement in higher education. However, an increasing number of educators and institutions are recognizing the limitations of this system and exploring alternative approaches to recognizing and assessing student learning.
One such alternative approach is the concept of “beyond numbers” – a philosophy that seeks to go beyond simply quantifying learning and instead focus on holistic and intrinsic measures of student achievement.
One of the main criticisms of the degree credit system is that it can create a narrow and limited view of academic success. Students are often judged solely on their ability to accumulate a certain number of credits, rather than on the depth and quality of their learning. This can lead to a focus on memorization and regurgitation of information, rather than critical thinking, creativity, and problem-solving skills.
In response to these shortcomings, some institutions have begun to experiment with alternative approaches to assessing student learning. One such approach is competency-based education, which seeks to measure student proficiency in specific skills and knowledge areas, rather than relying solely on time-based measures like credit hours. In a competency-based system, students advance based on their demonstration of mastery, rather than completing a set number of credit hours.
Another alternative to the degree credit system is the use of e-portfolios to assess student learning. E-portfolios allow students to compile and showcase their work and achievements, including papers, projects, and other evidence of learning. This approach allows for a more holistic view of student learning and can provide a more comprehensive picture of a student’s skills and abilities.
Additionally, some institutions are exploring the idea of offering micro-credentials as a way to recognize and validate specific skills or knowledge areas. Micro-credentials are digital badges or certificates that can be earned for demonstrating competency in a specific skill or area of knowledge. This approach allows for a more nuanced and flexible way to recognize and assess student learning, beyond the traditional degree credit system.
Beyond numbers approaches to the degree credit system also acknowledge the importance of non-traditional forms of learning, such as experiential learning, community-based projects, and self-directed study. These forms of learning may not fit neatly into the credit hour model, but they can provide valuable and meaningful learning experiences for students.
While the degree credit system has been the norm for many years, it is clear that alternative approaches to recognizing and assessing student learning are gaining traction. By exploring these beyond numbers approaches, institutions can better support a more diverse range of student learning experiences and provide a more comprehensive and meaningful evaluation of student achievement. This shift can ultimately lead to a more robust and relevant higher education experience for all students.
