Does group assessment impact BME attainment?

Hill, Natasha, Denholm-Price, James, Atkins, Nigel, Tojal Dourado, Luis, Nimoh, Owuraku and Page, Nigel (2016) Does group assessment impact BME attainment? New Directions in the Teaching of Physics, 11(1), ISSN (online) 2051-3615

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Abstract

Assessment of student learning is fundamental in Higher Education (HE) reflecting academic standards and impacting on student satisfaction, position in league tables and graduate employment. Nonetheless, there is a BME (Black and Minority Ethnic) attainment gap, the difference in the proportion of BME and White students who attain a first class or 2.1 honours degree (even when controlled for prior attainment and entry profile), which is persistent across the HE sector. As assessment strategies play an essential role in determining degree attainment, we have reviewed the role of group assessment and whether this form of assessment specifically impacts on the BME attainment gap. Overall, this study provided evidence that assessed group work does not adversely impact BME students. In addition, the performance in BME/non-BME/mixed groups did not suggest any consistent difference, suggesting that the demographic composition of groups does not affect BME performance. Therefore, group work would appear to be an inclusive form of assessment that does not appear to lead or contribute to exacerbating the BME attainment gap.

Item Type: Article
Research Area: Education
Faculty, School or Research Centre: Faculty of Science, Engineering and Computing
Faculty of Science, Engineering and Computing > School of Life Sciences
Faculty of Science, Engineering and Computing > School of Mathematics
Depositing User: James Denholm-Price
Date Deposited: 20 Dec 2016 09:35
Last Modified: 30 Jun 2017 10:57
URI: http://eprints.kingston.ac.uk/id/eprint/36768

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