Does group assessment impact BME attainment?
| Autor: | James Denholm-Price, Owuraku Nimoh, Nigel Page, Natasha J. Hill, Luis Tojal Dourado, Nigel Atkins |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Gerontology
Teamwork education 020205 medical informatics Higher education business.industry media_common.quotation_subject Ethnic group 02 engineering and technology Affect (psychology) Academic standards 03 medical and health sciences 0302 clinical medicine 0202 electrical engineering electronic engineering information engineering 030212 general & internal medicine Justice (ethics) Group work business Psychology Inclusion (education) media_common |
| Zdroj: | New Directions in the Teaching of Physics |
| Popis: | 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.Keywords: Group assessment; attainment; Black and Minority Ethnic |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|