Addressing awarding gaps through assessment design

Abstract

Universities addressing persisting degree awarding gaps need to change structural, institutional, and endemic practices that continue to undermine the experiences of certain groups of students in higher education. Differential outcomes in higher education are underpinned by a multiplicity of factors that occur at micro-, meso- and macro- level interactions. Successful initiatives then encompass a range of interventions, each of which targets a particular hurdle for some students. For example, inclusive assessment needs to reflect diverse experiences and the socio-economic and cultural realities of the students lived experiences. There is a need to acknowledge and make explicit institutional values and norms and build transparency around these whilst setting high expectations for students. Positive staff-student relationships and removing biases and micro-aggressions – replacing them with micro affirmations – are other key ingredients. Furthermore, staff professional development can stimulate action at meso and micro levels.