Coursework Assessment, Class Size and Student Performance: 1984‐94

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Abstract
Student grades in higher education (HE) have improved markedly over the past decade. However, resources have also declined, student — staff ratios have worsened, class sizes have increased and there is known to be a negative relationship between class size and performance so there is understandable scepticism about the interpretation that standards have improved. The spotlight has inevitably fallen on how assessment is being undertaken. The largest single change in assessment in the past decade has been a marked increase in the proportion of coursework — assignments during modules which are marked — contributing to degree results. A study of assessment on a large modular degree programme was undertaken. It was found that modules with a high proportion of coursework assessment produced higher average module marks than those with a high proportion of assessment by examinations, and that subject areas which used more coursework assessment also produced higher average marks. An increase in average student marks over the decade was matched by a large increase in the proportion of coursework assessment over the decade. Large enrolment modules used less coursework and produced lower average marks than did small enrolment modules. It seems likely that changing patterns of use of coursework assessment are responsible for much of the change in student marks and degree classifications which has masked the effects of declining resources. Implications for teachers in HE are explored.