Traditional university essays may become a thing of the past, as new research shows "authentic assessments" can eliminate the awarding gap between students of different ethnic backgrounds.
The University of East London study, which tracked performance data of university students over two academic years, examined how assessment methods shape educational outcomes. It found that tasks that are designed to reflect real-world professional practice not only improved engagement but also removed disparities in attainment linked to ethnicity.
When traditional written exams and essays were replaced with creative, practice-based assessments, the gap in achievement between BAME (Black, Asian, and Minority Ethnic) and non-BAME students disappeared entirely.
In fact, while BAME cohorts tested with traditional written exams achieved a 76.4% and 83.9% pass rate (level 5 and level 6 respectively), the cohort tested with a creative assessment secured a 100% pass rate across all levels, which matches the pass rate for non-BAME students.
In Early Childhood Studies, students were better prepared for the workplace when assessments prioritised problem-solving and innovation over traditional academic writing. This shift was reflected in outcomes, with no recorded failures and no late submissions or extenuating circumstance claims. All students participating in the creative assessment modules achieved either a First-Class (1st) or Upper Second-Class (2:1) degree classification.
Dr Evgenia Theodotou, Senior Lecturer in Early Childhood Studies at the University of East London and co-author of the study, said:
"Traditional assessments can disadvantage students from minoritised backgrounds. By shifting the focus to creative, professionally relevant tasks, we are measuring the actual skills required for a career in early childhood education.
"It is time for a shift towards assessment methods that reflect the complexities of students' future profession. Changing how we test students is the most effective way to ensure no student is left behind."
Dr Paulet Brown-Wilsher, Cluster Leader at the University of East London and co-author of the study, said:
"Creative, authentic assessment is not about lowering standards; it is about widening access to success by giving every student fair and meaningful ways to demonstrate what they know. When assessment reflects real practice, it strengthens belonging, builds transferable skills, and prepares graduates for the realities of the workplace."
