Current institutional data do not show the sufficient granularity, particularly at module level, to provide valuable insights for designing assessment and feedback strategies that can reduce awarding gaps.
This project will collect and analyse institutional data from three universities with diverse characteristics regarding ethnic student body composition and assessment and feedback strategies. Assessing the performance of different groups of students will enable the project team to make more informed decisions and policy recommendations on assessment and feedback strategies to reduce awarding gaps effectively.
Project approach
The mixed-method approach will include:
- Analysis of longitudinal assessment level data to explore the development of awarding gaps
- Multi-institutional focus groups
- A student survey across the three institutions
Planned outputs
The project team aims to produce insights that are valuable to a wide range of institutions, including creating:
- Templates and guidance for professional services staff and academics to support data usage and collection, improve the understanding of awarding gaps, and inform decision-making around assessments and feedback policies.
- A workshop to disseminate project findings and outcomes.
Lead institution: University of Sussex
Partner institutions: Anglia Ruskin University and Queen Mary University of London
Other Collaborative Enhancement Projects
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.