Revealed: Durham modules ranked by student attainment

This article highlights how Freedom of Information requests can unlock granular academic performance data, offering students and educators transparency into module-specific outcomes. By accessing this information, stakeholders can move beyond institutional averages to understand the varying difficulty and success rates across different subjects and year levels. The analysis reveals significant disparities in attainment, with Physics and English leading in first-class grades, while foundational and certain language modules lag significantly. First-year art exhibitions saw zero top grades, whereas business analytics modules demonstrated near-universal success, suggesting that module design and student preparedness heavily influence results rather than just subject matter alone. This data is crucial for open data advocates because it demonstrates the practical value of publishing university metrics. It empowers students to make informed choices about their coursework and holds departments accountable for educational quality. Furthermore, it illustrates how public data can drive meaningful conversation about academic standards and resource allocation within higher education institutions.

Source: palatinate.org.uk
Published on 2024-06-04

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