Impact of inclusive assessment on degree awarding gaps

Impact of inclusive assessment on degree awarding gaps for Black, Asian and minority ethnic and mature learners

Sumayyah Patel supervised by Pam Birtill

Headshot of Sumayyah PatelAbout the student researcher

I am going into my final year studying Psychology. As a British Asian Muslim in a predominantly white university, I am passionate about improving the access and success of students from under-represented groups in higher education and grateful for this incredible opportunity to have a lasting impact.

Project overview

Degree awarding gaps persist nationally, and are particularly significant for Black, Asian and minority ethnic and mature learners. This gap cannot be attributed to any one reason but is instead a product of several complex contributing factors. Inclusive assessment practices aim to address these longstanding awarding gaps by adopting a range of principles like offering student choice, employing authentic assessment, and developing assessment literacy.

The current research is concerned with exploring staff perspectives and understanding of inclusive assessment, particularly in relation to the impact on the degree awarding gap for minority ethnic and mature students. This initially involved a desk-based literature search and developed into an exploratory qualitative study conducted through online interviews of academic staff at the University of Leeds.

The project aims to support the delivery of the Access and Student Success Strategy 2021 and is supporting the development of Curriculum Redefined workshops. The current planned outputs include:

  • short article detailing findings from previous literature
  • presentation and research proposal for the university‚Äôs disciplinary-wide Student Success Forum
  • an infographic resource for dissemination