NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057599
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0260-2938
The Role of Feedback in the Under-Attainment of Ethnic Minority Students: Evidence from Distance Education
Richardson, John T. E.; Alden Rivers, Bethany; Whitelock, Denise
Assessment & Evaluation in Higher Education, v40 n4 p557-573 2015
In UK higher education, the attainment of ethnic minority students is lower than that of white students, and this remains the case when differences in entry qualifications have been taken into account. The present study investigated whether the under-attainment of ethnic minority students might be due to the nature of the feedback that they received for their assignments. The assignments submitted by 470 ethnic minority and 470 matched white students taking a distance-learning course were compared using a computer system, Open Mentor, to categorise the feedback given by tutors based on a scheme devised by Bales. Asian and black students and students of mixed ethnicity obtained lower marks for their assignments than did the white students. However, there were only small differences between the ethnic minority students and the white students in terms of the pattern of feedback that they received, and these disappeared when the marks that they had received for their assignments had been taken into account. It is concluded that students from all ethnic groups received feedback that was commensurate with their marks, and that the origins of the attainment gap in ethnic minority students in UK higher education must be sought elsewhere.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom