Experiencing assessment: Towards a working-class lived experience understanding of assessment in higher education

This project explores working-class students' experiences of assessment practices in higher education to theorise how assessment practice might be changed to be more socially just and inclusive. While there is literature exploring working-class students' experiences of higher education in general, there is little which focuses on specific educational practices and how they differentially impact working-class students. As such, I adopt a post-foundational approach to research and convene a community of practice with working-class students' with to produce a workshop to communicate to educators how assessment practices effect working-class students specifically. This workshop will be engaged with by staff in a focus group setting at the end of the community of practice sessions.
By recording these sessions, data will be generated to identify how working-class students understand their own experiences, how those experiences come about, and how they change over time. By exploring these questions through the work of the community of practice, lessons about how we might change assessment practices in higher education to be more socially just and inclusive for all students.