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Assessment and awarding gaps | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons/assessment24 Sep 2021: The principle underpinning an inclusive curriculum, including assessment, is that it provides an accessible, engaging and relevant learning experience for all students, maximising retention and progression, while reflecting the needs of -
2. What are the reasons for your awarding gaps? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/reasons24 Sep 2021: The previous section provided an overview of what we know about awarding gaps from available statistical data: we have identified that these gaps exist, across the sector and within Cambridge, although the reason for these gaps has been unclear. -
Readings & Resources | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/readings23 Sep 2021: National / sector-wide Reducing awarding gaps across the Higher Education sector The Office for Students requires all higher education institutions to submit Access and Participation Plans, and has ambitious targets to reduce awarding gaps across -
Sources of useful data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/sources23 Sep 2021: The following tables summarise the data sources that are available to help course coordinators, Departments and/or relevant committees or working group identify the awarding gaps in their particular contexts. -
Quantitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/quantitative23 Sep 2021: What are Cambridge's awarding gaps? The attainment measure used by the Office for Students (OfS) is the proportion of students achieving good honours (1st or 2:I degree class) compared to lower degree classes. -
Qualitative research findings | Cambridge Centre for Teaching and…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/qualitative23 Sep 2021: Whilst the awarding gaps were identified through analysis of the available relevant statistical data, it was unclear why these gaps occurred. -
Limitations of data | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/limitations23 Sep 2021: Course / Tripos data Given the current focus on the awarding gaps by ethnicity and disability groups, it is understandable that individual courses might want to examine their performance in those areas and assess their contribution to the overall -
Impact of Covid-19 on awarding gaps | Cambridge Centre for Teaching…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know/impact-covid23 Sep 2021: The awarding gaps for both of Cambridge's target student groups decreased between 2018-19 and 2019-20; in the case of Black students it nearly halved within just one year of the pandemic. -
1. How do you know if you have an awarding gap? | Cambridge Centre…
https://www.cctl.cam.ac.uk/mind-gap-toolkit/how-know23 Sep 2021: This section of the Mind the Gap Toolkit sets out a summary of the evidence on identified disparities in student attainment, and points to further sources of information. -
Mind the Gap Toolkit | Cambridge Centre for Teaching and Learning
https://www.cctl.cam.ac.uk/mind-gap-toolkit23 Sep 2021: This new toolkit is intended to act as a briefing for all those interested in understanding the awarding gaps experienced by some cohorts of students and the University's commitment to eliminating these awarding gaps.
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