Queen Mary University of London (UNITED KINGDOM)
About this paper:
Appears in: EDULEARN23 Proceedings
Publication year: 2023
Pages: 115-123
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.0068
Conference name: 15th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2023
Location: Palma, Spain
This research aims to explore whether there were variations in awarding gaps within the black, Asian, and minority ethnic (BAME) group at the School of Economics and Finance (SEF) within Queen Mary as reported for the sector by AdvanceHE (2021). The analysis of SEF data confirmed the existence of awarding gaps between various ethnic groups and between genders within these groups.More specifically it investigated the awarding gap further 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. This is 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 Postgraduate Certificate Academic Practice, 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. This may be facilitated by developing an inclusivity rating which indicates the number of inclusive practices utilised in the curriculum. 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 across a variety of disciplines. This analysis looks at two variables: one is subject-specific (quantitative content) while the other one, suitable for all the subjects, concentrates on whether a diversified assessment reduces the gap. Further investigation of the link between inclusive curricula, specifically diversified assessment, and gaps need to be undertaken for other disciplines to explore the robustness of the results achieved in this analysis and enhance our understanding of the relationship between assessment and awarding gaps works.
Awarding gaps, inclusive education, assessment methods.