Exploring ethnic differences in student engagement and assessment preferences in higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi36.1524

Keywords:

assessment preferences, higher education, ethnicity, student engagement

Abstract

This study examined the relationship between student engagement, assessment preferences and ethnicity among university students. 64 participants who were enrolled in either BSc Psychology or BSc Psychology (Sport, Health and Exercise) at a UK university took part in the survey. The survey assessed student engagement through the University Student Engagement Inventory (USEI) and assessment preferences using the Assessment Preference Inventory (API). Our results indicate no significant differences in student engagement across different ethnic groups. However, notable distinctions were observed in assessment preferences. White students preferred to receive more detailed remarks in their feedback than Asian and Black students. All participants ranked oral presentations as their least preferred assessment type. On the other hand, preferences for the most favoured assessment type varied by ethnicity; White students preferred multiple-choice question exams, while Asian and Black students preferred coursework essays. These findings suggest that, while engagement levels may be similar across ethnic groups, preferences for feedback and assessment types differ, which can help educators develop more inclusive and effective assessment strategies.

Author Biographies

Pauldy Otermans, Brunel University London

Pauldy Otermans is a Reader (Education) in Psychology in the Department of Psychology. She is also the Employability Lead for the College of Health, Medicine and Life Sciences, and the Director of the Education Hub. Her research focuses on using AI in Education, Authentic Assessments, and Employability and Transferable skills.

Sofia Barbosa Boucas, Brunel University of London

Sofia Barbosa Bouças is a Reader (Education) in Psychology at Brunel University of London. Her research encompasses a wide range of topics, including Learning and Teaching Innovation in Higher Education, Academic and Transferable Skills, Student Experience and Satisfaction, Equality, Diversity, and Inclusion (EDI), Widening Participation, Student Success, AI in Higher Education, Assessment and Feedback, and Student Engagement.

Laiba Nasar, Brunel University of London

Laiba Nasar was an undergraduate Psychology student at Brunel University of London at the time of writing this article.

Stephanie Baines, Brunel University of London

Stephanie Baines is a Senior Lecturer (Education) in Psychology in the Department of Psychology. Her research focuses on Authentic Assessments, AI in Education, Employability skills, and Widening Participation. She is also currently the Associate Pro-Vice Chancellor – Quality Assurance.

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Published

15-06-2025

How to Cite

Otermans, P., Barbosa Boucas, S., Nasar, L., & Baines, S. (2025). Exploring ethnic differences in student engagement and assessment preferences in higher education. Journal of Learning Development in Higher Education, (36). https://doi.org/10.47408/jldhe.vi36.1524

Issue

No. 36 (2025)

Section

Papers

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