For higher education teachers, staff, and lecturers

• The qualitative data demonstrated that the RIPIAG intervention had a direct, positive and tangible impact on enhancing the racial literacy of HE teachers, staff and lecturers
• Exploring race inequities in education through the frame of ‘racial inclusion’ enhanced staffs’ ability to think more broadly and outside of the ‘box’.
• Working with the RIPIAG intervention directly enhanced teaching participants’ ability to identify racial inequities that existed specifically in the assessment
• Working with the guidance helped to plug a general lack of institutional guidance on best race inclusion practices,
• It provided clear support and guidance that enhanced practitioners’ ability to understand better and respond to the racial inequities in assessment practice.

For undergraduate students’ lived experiences of assessment

• The RIPIAG had a positive and transformative effect on enhancing Black, South Asian and White undergraduate students’ levels of assessment literacy and comprehension
• Data showed that the Assignment Brief (AB) enhanced all participants’ ability to make better sense of their assignment questions
• Students were better able to identify exactly what assignments wanted them to address in their responses.
• The modified seminar workshops enhanced students’ ability to breakdown the total sum assignment into a set of smaller sub-activities.
• The modified seminars were considered an essential blueprint for success by students. It was described as an essential ‘kit’ for ‘surviving’ the assessment process
• Data indicated that the active group marking exercises had high efficacy for developing Black, South Asian and White students’ assessment literacy.

In general, RIPIAG helped improve

• Student confidence
• Reduced stress in students pertaining to assessment
• Directly improved the assessment experience for students of colour.

Overall, the data demonstrated that the intervention has a high efficacy for mitigating against the specific race-based inequities that manifest within HE assessment and related practice. However, it also shows that the intervention is less effective for mitigating against the anti-Black inequities that shape the wider lived realities of Black heritage students.