Tag: Feedback

Inclusive Classroom

Sheffield Business School (SBS)

Department of Management

This approach was initially discussed as launching in September 2018, with level 4 students attending a timetabled seminar to help them to think about creating an inclusive classroom environment. Some courses have gone a little towards making this happen but there is further to go for 2019/20.

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: ongoing

Attainment gap by module/mode of assessment

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This was an action research project that aimed to establish whether mode of assessment impacts the BAME attainment gap. BAME students’ grades were recorded by module and by mode of assessment. The project also included random sampling of non-BAME student profiles which helped to establish where BAME/white module attainment gaps exist, and whether attainment changed for individuals as mode of assessment changed. Current suggestions are that the BAME/white module attainment gap is less likely to emerge with practical modes of assessment than other modes. However, this is partly because the sample size was small.

This project should be relatively easy to roll out the investigation across the university. However, it is suggested that this analysis should be replicated in departments with a larger number of BAME students to see if the results mirror that of the small-scale project.

For further information contact the project lead Tanya Miles-Berry, t.miles-berry@shu.ac.uk

Status: ongoing

Impact of feedback on final Dissertation grade

Faculty of Social Sciences and Humanities (SSH)

Department of Law & Criminology (DLC)

The aim of this project was to explore the relationship between different components of academic feedback and academic performance.  On this basis this project looked at historical student dissertation work (the Interim Framework Report (IFR) and the final Dissertation) and evaluated the feedback staff gave. We found that BAME students tended to receive a lower mark, but the difference was within 2% of non-BAME students. However, feedback to BAME students rarely included any salutation in comparison to non-BAME students. In addition, male students were more likely to improve their mark than female students however the numbers of students were too low to evaluate this based on BAME status alone. This type of analysis could be carried out on a large scale across the University.

For further information contact the project lead Amy Musgrove a.musgrove@shu.ac.uk

Status: ongoing

Enhancing extended scientific writing skills

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Two seminar sessions were delivered by the Academic Language & Literacy Group (ALL) to all Level 4 BA Education Studies students. The sessions were based on priorities identified through consultation with course and module leaders and analysis of previous students’ assignments. These sessions were implemented through the ‘Language and Learning’ module with the aim of reducing the BAME attainment gap.

The ALL intervention is intended for ALL undergraduate students in the university and is being implemented in other modules.

For further information contact the project lead Manny Madriaga m.madriaga@shu.ac.uk

Status: ongoing

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