This paper represents a summary of findings from a 12-month project, funded by the University of Northampton Office of Educational Partnerships and Lifelong Learning (OEPLL), which looked at the effect of the assessment strategies used in the compulsory LL.B modules on the different equality strands.
The project contained two elements which employed both quantitative and qualitative methods. For the purposes of this article, the qualitative results relating specifically to race/ethnicity will be highlighted as this is where the largest discrepancy with regards to achievement in assessment lay. However, the full report is available by contacting the authors.