Evaluating the impact on attainment and retention of implementing TMA-specific assessment checklists in LHCS modules

Project leader(s): Kate FoxHeather Fraser
Theme: Access, Participation and Success
Faculty: STEM
Status: Current
Dates: June 2024 to September 2026

Most students feel some level of anxiety when completing and submitting their tutor marked assignments (TMAs). In addition, there is an awarding gap between students with anxiety-related mental health issues or neurodiversity, compared to their peers across Higher Education. Neurodiverse students and students with anxiety disorders may feel disproportionately anxious about “letting go” and submitting their TMAs; they often ask for extensions and some fail to submit even with additional time to complete their assignments.

Students can also lose marks in TMA assignments by not providing all the details specified in the question. This could be due to a lack of understanding or difficulty processing a question wording, but can also be caused by students omitting relatively simple things such as units, labels on graphs, references etc. The use of TMA-specific assessment checklists may be one way to support all students with their assignments and this may have an additional benefit to students with anxiety disorders and/or neurodiversity.

This study aims to investigate the current implementation of TMA-specific assessment checklists in two new modules: SK190 and S296, plus the impact of introducing TMA-specific assessment checklists in established modules with no checklists (SK299, S317). Student surveys will determine whether TMA checklists were perceived positively and if these reduce anxiety around TMA submission particularly for students with anxiety disorders and/or neurodiversity. Analysis of assignment scores and submission dates before and after introduction of the checklists will determine impact on attainment, submission rates and time of submission. If TMA-specific checklists are successful in reducing student anxiety and/or increase attainment, or retention. These could be rolled-out to further LHCS and STEM modules in an evidence-based manner.