Page, Nigel, Hughes, Annie, Hill, Natasha and Denholm-Price, James (2018) Creating inclusive assessment practices in the age of the commuting student. In: Simply Better : Researching Assessment Practices – Improving Student Outcomes; 13 Sep 2018, Southampton, U.K..

Abstract

There is no doubt that commuting provides universities with distinctive challenges that run right to the heart of how assessment practices are managed including their design, delivery, their scheduling and the way feedback is provided. This is set against the background of a BME attainment gap in HE, which is not seen in London schools, where BME pupils now outperform their white counterparts after years where they lagged. Our research shows that up to 65% of Kingston University’s students commute, and when reviewed against characteristics such as ethnicity revealed that three times the number of BME students made significantly longer journeys than their white counterparts. The prevalence of commuting students especially those from BME backgrounds is therefore likely to play a major role in the way these students interact with their studies. Therefore, this paper will review some of the inclusive assessment strategies that we have implemented not only from talking to our students about their experiences of the impact of commuting but also by exploring differential attainment across a broad range of individual assessment types. Our research has led to changes in Faculty practice in providing remedies to lessen the impact of potential differential attainment differences for commuting students.

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