Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/65196
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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
RMID: 0020102124
DOI: 10.1080/02602930903173959
Appears in Collections:Business School publications

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