DiSA Briefing Paper 14

The effect of assessment regimes on the performance of BME stu dents studying mathematics-based courses

Ruth Fairclough, University of Wolverhampton

Overview This study aimed to assess whether disparity in attainment between white and black and minority ethnicities (BME) students was consistent across different assessment styles, ranging from traditional examination-based assessments to group presentations and essays.

In one module, the assessment was changed from a portfolio to a time constrained assessment. The portfolio had been shown to have the largest disparity in attainment; just this change in assessment reduced the disparity in attainment between BME and white students. There was no statistically significant disparity in student attainment after this change in assessment.

Abstract The study has three stages, stage one answered “Is there any difference in disparity for different assessment techniques?” Only one assessment style showed little disparity in attainment, out of the six initially investigated. Was this due to the assessment style, the subject material being assessed, teacher bias or something else? Stage two of the study was completed in order to answer some of the above questions. Stage three of the study was completed using focus groups with some of the students who were involved in Stage two to gain further insight into the students’ views on assessment.

No statistically significant attainment gap between BME and other students was found when more traditional assessments were required. In contrast, a statistically significant gap was found for modules using case studies and portfolios as assessments. In one module, the assessment was changed from a portfolio to a time constrained assessment. The portfolio had been shown to have the largest disparity in attainment identified at stage one; just this change in assessment reduced the disparity in attainment between BME and white students. There was no statistically significant disparity in student attainment after this change in assessment. The data collected from the focus groups indicated that all students preferred assessments which they felt were appropriate to the subject. The consensus of opinion was that, for mathematics, this was a time constrained assessment – a test or examination.

Rationale The aim of this study is to investigate whether BME students achieved consistently lower results in assessments. Little research has been completed investigating whether different disparity levels are observed for different assessment regimes. Mathematics students have more homogeneous entry qualifications than the computing based courses as all students must have obtained a grade C or above in A level mathematics in order to gain entry onto the course. It was due to this homogeneity in entry qualifications that this study was undertaken using results from modules which are part of the mathematics based courses run by the University.

Generation of Evidence Data was collected from the student management system used by the University of Wolverhampton, with each student’s grades for each assessment undertaken for the four modules identified. This was then analysed to see if there was a difference in distributions for each group of students. A Wilcoxon ranked signs test was carried out for each assessment, then the proportion of 1st / 2.1 grades and lower grades were considered for each assessment type.

Finally, focus groups were undertaken with undergraduate mathematics students to obtain their views on assessment.

Existing Evidence There was a disparity in attainment across the University of Wolverhampton for BME students (Dhanda, 2009). Previous unpublished research conducted by School of Technology found it awards more 1st/2.1 degree classifications to white students than BME students. Mathematics courses were found to have less of a disparity than computing courses, although there was still a statistically significant disparity in attainment.

Research findings/ New Evidence The overriding opinions expressed during focus groups was that assessments should be appropriate to the subject, and it was confirmed that the students felt that examination based assessments were the most appropriate assessment for most of the mathematical subjects they had studied at University.

The statistical evidence demonstrated that it was these appropriate assessments which had the lowest disparity in student attainment.

Outcomes/implications for policy and practice Additional support should be given to students when a non-traditional assessment is used. Clear justification is needed when using non-traditional assessments to help all students engage.

Students need practice in non-traditional assessments. This research suggests that the assessments most used in education prior to Higher Education (HE) which created the least disparity in attainment. It should be recognised that skills that are not purely subject specific should be assessed at HE. References Dhanda, M. (2009). Understanding disparities in student attainment: what do black and minority ethnic students say?. Paper presented at the Annual Meeting of the ISPP 32nd Annual Scientific Meeting, Trinity College, Dublin, Ireland 2011-05-24 from http://www.allacademic.com/meta/p315256_index.html