Levelling the Playing Field in Assessment: An Analysis of Attainment Gaps for Widening Participation, Black and Minority Ethnic Mathematics Undergraduates before and after the COVID-19 Lockdown
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| Title: | Levelling the Playing Field in Assessment: An Analysis of Attainment Gaps for Widening Participation, Black and Minority Ethnic Mathematics Undergraduates before and after the COVID-19 Lockdown |
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| Language: | English |
| Authors: | Shaw, L. M., Tranter, M. R. |
| Source: | Teaching Mathematics and Its Applications. Dec 2021 40(4):497-505. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Minority Group Students, Mathematics Tests, Mathematics Achievement, Achievement Gap, Low Income Groups, Socioeconomic Background, Economically Disadvantaged, Electronic Learning, Educational Change, Computer Assisted Testing, COVID-19, Pandemics |
| Geographic Terms: | United Kingdom (Nottingham) |
| DOI: | 10.1093/teamat/hrab024 |
| ISSN: | 0268-3679 |
| Abstract: | The 2019/20 Level 4 mathematics cohort at the Nottingham Trent University sat a full set of mid-year assessments in January 2020 under completely normal circumstances. However, the COVID-19 lockdown meant that their end of year assessments, along with all of their teaching and learning from March 2020 onwards, moved fully online. This has given us a unique opportunity to understand how the same cohort perform in contrasting situations. In this study we consider the issue of attainment gaps and find that the attainment gap closed in this cohort for black and minority ethnic students but that students from a lower socio-economic background may have been put at a disadvantage by the move to online teaching, learning and assessment. We use a linear mixed effect models approach to present statistical evidence to support these two claims as well as investigating the specific aspects of the move online, which may have caused these results. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1318461 |
| Database: | ERIC |
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| Abstract: | The 2019/20 Level 4 mathematics cohort at the Nottingham Trent University sat a full set of mid-year assessments in January 2020 under completely normal circumstances. However, the COVID-19 lockdown meant that their end of year assessments, along with all of their teaching and learning from March 2020 onwards, moved fully online. This has given us a unique opportunity to understand how the same cohort perform in contrasting situations. In this study we consider the issue of attainment gaps and find that the attainment gap closed in this cohort for black and minority ethnic students but that students from a lower socio-economic background may have been put at a disadvantage by the move to online teaching, learning and assessment. We use a linear mixed effect models approach to present statistical evidence to support these two claims as well as investigating the specific aspects of the move online, which may have caused these results. |
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| ISSN: | 0268-3679 |
| DOI: | 10.1093/teamat/hrab024 |
