Approaches to learning, age, ethnicity and assessment. Implications for widening participation

This study investigated age- and ethnicity–related effects on approaches to learning and the possible impact of such differences on assessment outcomes. This is important in the context of widening participation and the growing number of students from non–traditional educational backgrounds. Some 77 Level 1 psychology undergraduates completed an approaches to learning questionnaire and stated their ethnic group and age. Assessment outcomes for an examination and a coursework essay were also analysed. Age was found to be related to a desirable approaches profile, while Black African and Black Caribbean students were found to have higher surfaces scores than the two White groups in the analysis. The White British group performed better in the examination than the other groups, while there was no difference in coursework assessment. The implications for teaching and assessment practices are discussed