We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

Assessment and its outcomes : the influence of disciplines and institutions.

Simpson, Adrian (2016) 'Assessment and its outcomes : the influence of disciplines and institutions.', Assessment and evaluation in higher education., 41 (6). pp. 917-937.


Existing research provides evidence at the module level of systematic differences in patterns of assessment, marks achieved and distributions of marks between different disciplines. This paper examines those issues at the degree course level, and suggests reasons for the presence or absence of those module-level relationships at this higher level. The analysis finds that both discipline and institution have large and roughly equal impact on the balance between assessment types. However, contrary to the suggestions in the literature, that balance has virtually no independent impact on degree outcomes. The analysis also discovers that, while there is only a small independent impact of disciplines on average degree marks compared to the institutional impact, disciplines do have a larger relative impact on the distribution of those marks.

Item Type:Article
Keywords:Assessment, Disciplines, Examination performance, Quantitative research, Degree performance.
Full text:(AM) Accepted Manuscript
Download PDF
Publisher Web site:
Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment and Evaluation in Higher Education on 11/06/2015, available online at:
Date accepted:12 May 2015
Date deposited:03 June 2015
Date of first online publication:11 June 2015
Date first made open access:11 December 2016

Save or Share this output

Look up in GoogleScholar