Dr Katharine Hubbard, University of Hull
We like to think of universities as integral to social mobility, but the uncomfortable truth is higher education (HE) perpetuates societal inequalities. For example, if in a given institution 80% of non-mature students and 70% of young students obtain a 1st/2i this gives a 10% ‘awarding gap’. While this metric has flaws, it has become an important indicator of inequality in UK HE. Awarding gaps are particularly large for UK Black students compared to white peers (22.4% gap in 2022-23, OfS data), and between students from the most and least socioeconomically deprived areas (18.3%).
Progress on closing gaps is notoriously slow, so we need to rethink how to tackle the issue. Who gets what degree classification is a result of what marks they get. We therefore need to put assessment front-and-centre. However, one analysis of all UK Access and Participation Plans in 2021 identified that most interventions focussed on financial support or study skills, i.e. changing student approaches to their assessments. To make real progress, we should end this deficit based approach, and structurally reimagine assessment as an inclusive experience for all.
So what does inclusive assessment look like? At the University of Hull, in collaboration with six other institutions, we have developed an inclusive education framework with assessment and feedback as a central component, which was central to our TEF Gold narrative. The framework firstly emphasises programme level coherency and manageable assessment design. Over-assessment is most acutely felt by students experiencing disadvantage, whether that be the need to work or living in crowded accommodation where study is challenging. Assessments should be scaffolded throughout programmes to ensure iterative development of knowledge and skills. Tasks should be varied, meaningful, authentic, and where appropriate allow student choice or tailoring to personal strengths or interests.
Marking practices and the use of feedback are also key. Clear criteria referenced mark schemes improve clarity of expectations and objectivity of marking. While clarity of communication is important, inclusive marking criteria do not excessively penalise mistakes in written English or referencing, but focus on whether students have met requirements of the task. Inclusive feedback allows students to clearly identify strengths and weaknesses of their work, and empower them to improve for future assignments. Timetabled sessions can ensure all students understand assignment requirements, and co-creation of assessments or mark schemes with staff and or peers can improve inclusion.
Centering inclusion means that closed-book time-limited exams cannot easily be justified as a primary assessment method. There may be times when exams are appropriate, but being inclusive means moving away from a culture of individual reasonable adjustments towards assessment strategies that allow all students to demonstrate their potential.
Unless we prioritise assessment, other awarding gap interventions will have limited impact. Reimagining assessment to be genuinely inclusive will require significant work from programme teams, institutions and professional bodies. There will also be tensions and challenges, particularly with the rise of AI. However, we have an ethical responsibility to eliminate inequalities in student outcomes, and we cannot do this without being bold about inclusive assessment.
Katharine presented the inclusive education framework at the 2024 ANTF Symposium.
References:
Hubbard, K.E. Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?. Higher Education (2024). https://doi.org/10.1007/s10734-024-01216-y
Dickenson, Jim. 2021. “Here’s What Happened When I Read Every Access and Participation Plan.” WonkHE. September 4, 2021. https://wonkhe.com/blogs/heres-what-happened-when-i-read-every-university-access-and-participation-plan-in-england/.
Universities UK. 2022. “Closing Ethnicity Degree Awarding Gaps: Three Years on.” Universities UK. https://www.universitiesuk.ac.uk/sites/default/files/uploads/Reports/closing-the-gap-three-years-on.pdf.
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Image: Tom Arran Photography.
