Impact of the type of assessment on awarding gaps in bioscience undergraduate degrees

Abstract

Assessment in higher education can play a role in awarding gaps, which are differences in outcomes for students based on their academic performance. However, little is known about how assessment type impacts ­different groups of students. Therefore, our study aimed to assess the extent to which assessment type contributes to awarding gaps across four different student characteristics (i.e. ethnicity, gender, fee status, and socioeconomic background) amongst undergraduate students studying Bioscience subjects at a large UK Higher Education institution. Our results indicate that written examinations have larger gaps compared to multiple-choice tests across gender, fee status and ethnicity. Interestingly, we found that group work had a positive effect in reducing awarding gaps, particularly amongst final year and Black, Asian and Minority Ethnic (BAME) students. The results of this study shed light on the important role that assessments play in perpetuating awarding gaps and offer suggestions on how to design and implement inclusive assessments. By fostering a more inclusive and equitable learning environment, institutions can ultimately ensure that all students have the opportunity to succeed.