Proceedings of The 6th World Conference on Research in Education
Year: 2023
DOI:
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A study about the relation between assessment methods and awarding gaps: the case of Queen Mary University of London
Daniela Tavasci, Olumide Popoola, Luigi Ventimiglia
ABSTRACT:
This research aims to explore whether there were variations in awarding gaps within the BAME group at the School of Economics and Finance (SEF) within Queen Mary as reported across the sector (AdvanceHE 2021). The analysis of SEF data confirmed the existence of awarding gaps between various ethnic groups and between genders within these groups, by exploring the tails of the distribution of marks by ethnic groups and the hypothesis that these might be influenced by undiversified (traditional and invigilated) assessments and subject-specific factors such as students’ performance in quantitative modules. SEF data indicated that diversified assessment types helped to reduce the gaps, in line with sector findings that indicate inclusive education practices and active learning reduces the gaps. This paper further explores recommendations for staff development: in particular, first, the challenges and opportunities of developing staff knowledge of the link between active learning and inclusive/diversified assessment to the gaps’ reduction through staff development channels (e.g. taught programmes such as PGCAP for example and workshops). Second, implementing processes that lead to inclusive practices identified as reducing the gaps; these might be: co-creation, peer assessment and feedback, group work, and learner reflection. Third, adopting a hybrid approach that links awarding gap analytics to inclusive teaching practices. Fourth, adopting a specific institutional collection data approach to establish the extent to which specific ethnic groups’ and gender’ grades are being impacted and how this varies across programmes and even modules. Finally, it is essential to explore this finding across a variety of disciplines.
keywords: Assessment methods, awarding gaps, inclusive education, ethnic minorities, gender