University of Salford: Inclusive Assessment Transformation to Support Diverse Student Pathways
ALINA HAMOVA
Pro Vice Chancellor Education and Student Experience
University of Exeter
INSTITUTIONAL CONTEXT
The University of Salford’s Inclusive Curriculum Transformation programme was developed in response to sector-wide concerns regarding awarding gaps, continuation, and progression for students entering higher education through different routes, particularly vocational qualifications (e.g. BTECs).
The initiative drew on institutional data, sector evidence, and cross-institutional collaboration. It identified persistent differences in student outcomes between vocational and traditional entrants. Recognising the continued growth and prominence of vocational routes into higher education.
This case study is based on interviews with Professor Jess Power (HE consultant and former Director of Learning and Teaching at Salford) and Professor Vish Maheshwari (Associate Dean Academic -Student Experience), alongside institutional evaluation and pilot evidence. Also involved in the project was Davina Whitnall, former Academic Development Lead at Salford University.
THE CHALLENGES
- Persistent gap in “Pass All Modules First Time” outcomes
- Lower student confidence among vocational entrants
- Misalignment between assessment expectations and prior learning experience
- Risk of hidden curriculum disadvantaging certain student groups
The University explicitly rejected a deficit framing, instead examining whether assessment design and institutional structures were contributing to unequal outcomes.
APPROACH: PRINCIPLES-LED REFORM
The project adopted a cross-institutional, evidence-led approach, involving academic staff, students, professional services, and senior leadership.
Programme-level data and student feedback were used to identify practices linked to progression and confidence.
A key design decision was to move away from standardisation towards a principles based model, enabling disciplinary flexibility while maintaining institutional coherence.
INCLUSIVE ASSESSMENT & FEEDBACK PRINCIPLES
| Principle | Focus |
|---|---|
| Clear | Transparent expectations and accessible assessment language |
| Understood | Shared assessment literacy between staff and students |
| Authentic | Real-world, applied assessment design |
| Robust | Structured formative opportunities and feedback |
| Personalised | Flexible demonstration of learning |
Co-creation with staff and students ensured relevance and institutional ownership.
KEY INTERVENTIONS
- Co-created marking rubrics with students
- Increased formative “bite-sized” assessment stages
- Use of exemplars to clarify standards
- Reduced hidden curriculum through clearer language
- Flexible formats (e.g. digital portfolios)
- Improved sequencing and spacing of assessments
- Enhanced feedback literacy and formative cycles
- Improved accessibility of digital resources
Business School examples strengthened alignment with industry practice and employability outcomes.
IMPACT
- 6 of 8 pilot programmes reported improved “Pass All Modules First Time” outcomes
- Increased staff confidence in inclusive assessment design
- Improved student clarity, confidence, and engagement
- Strengthened sense of belonging among vocational entrants
- Wider institutional focus on retention and progression
KEY INSIGHT FOR THE SECTOR
Inclusive assessment is most effective when it shifts from standardisation to clarity, flexibility, and formative design.
TRANSFERABLE PRACTICE
- Start with evidence + student voice
- Avoid deficit-based framing of learners
- Use principles, not prescriptive models
- Prioritise assessment clarity and early formative support
- Build staff capability through collaboration, not compliance
- Treat assessment design as a driver of equity and retention