Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/65196
Citations | ||
Scopus | Web of Science® | Altmetric |
---|---|---|
?
|
?
|
Type: | Journal article |
Title: | Examinations and the ESL student - more evidence of particular disadvantages |
Author: | Smith, C. |
Citation: | Assessment and Evaluation in Higher Education, 2011; 36(1):13-25 |
Publisher: | Carfax Publishing Ltd |
Issue Date: | 2011 |
ISSN: | 0260-2938 1469-297X |
Statement of Responsibility: | Chris Smith |
Abstract: | Two years of assessment results from the full‐time MBA of a highly ranked UK business school are examined to compare the outcomes for students for whom English is a second language (ESL) with those for whom English is a primary language (EPL). The results suggest that the overall higher level of higher‐degree outcomes for the EPL group is underpinned by evidence of an interaction between assessment methodology (coursework versus timed, closed book examinations) and assessment outcomes with examinations particularly disadvantaging the ESL cohort in terms of final grades. |
Keywords: | assessment examinations ESL MBA equity |
Rights: | © 2011 Taylor & Francis |
DOI: | 10.1080/02602930903173959 |
Published version: | http://dx.doi.org/10.1080/02602930903173959 |
Appears in Collections: | Aurora harvest Business School publications |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
RA_hdl_65196.pdf Restricted Access | Restricted Access | 88.45 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.