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dc.contributor.authorButcher, Johnen_GB
dc.contributor.authorSedgwick, Paulen_GB
dc.contributor.authorLazard, Lisaen_GB
dc.contributor.authorHey, Jayneen_GB
dc.date.accessioned2013-06-27T11:12:48Z
dc.date.available2013-06-27T11:12:48Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/2384/294766
dc.description.abstractThis article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.en_GB
dc.publisherUniversity of Northamptonen_GB
dc.relation.urlhttp://journals.northampton.ac.uk/index.php/elehe/article/viewFile/14/19en_GB
dc.subjectInclusivity in HEen_GB
dc.subjectUndergraduate achievementen_GB
dc.subjectAssessment in HEen_GB
dc.titleHow might inclusive approaches to assessment enhance student learning in HE?en_GB
dc.typeArticleen
dc.contributor.departmentUniversity of Northamptonen_GB
dc.identifier.journalEnhancing the Learner Experience in Higher Educationen_GB
refterms.dateFOA2018-02-14T10:07:13Z


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