Assessment and awarding gaps
Assessment "has a major influence on students' learning. It draws attention to what is important. It acts as an incentive for study. And it has a powerful effect on what students do and how they do it" (Boud & Falchikov, 2007, p.3). The factors which give rise to awarding gaps in particular contexts are complex. As awarding gaps are determined by the allocation of classes to individual students according to their assessed academic performance, when exploring awarding gaps in your context, it is reasonable to bring into consideration assessment design and practice, alongside students' and staff 'assessment literacy'.
Inclusive assessment
An inclusive approach to assessment is crucial for student engagement and success (Cureton & Gravestock, 2018, p.58). The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of particular groups (Bloxham & Boyd, 2007, p. 139). Inclusive assessment incorporates diversity and flexibility in the overall assessment strategy, supported by special provisions where these are deemed appropriate and fair. It is therefore more practicable than an approach which caters specifically to individual differences through case-by-case adjustments to assessment conditions. It reduces the likelihood of certain groups or individuals being overlooked, stereotyped or perceived as ‘problem’ students and that responses to the awarding gap be framed around a ‘deficit’ approach.
Inclusive assessment does not mean lowering academic standards. A key recommendation from Re-imagining Attainment for All (RAFA 2, 2020) is to provide greater transparency in the process of assessment and the communication of high expectations to all students; that is, a focus on ‘assessment literacy’. Assessment literacy means having a sound knowledge of the connection between assessment and learning, the expectations of particular methods of assessment, and an understanding about how they will be evaluated (Price et al 2012). This is helpful for students as it enables them to progress in their learning by making the most of formative feedback and how they are progressing, and it is helpful for staff as it builds a shared 3 understanding of assessment mapped across the programme. Cousin and Cureton (2012) observed that good assignment briefs increase assessment literacy for both staff and students, reduce student anxiety, and raise students’ confidence in their ability to achieve and, crucially, impact on their attainment.