This paper presents the results of the EILA2 Project, which will assess the impact of a change in assessment strategy that was put into place for the compulsory modules for Year 1 LLB students. Previous research (Crofts & Sneddon, 2009) had shown that there was a clear disparity between the way that white and BME students performed in certain types of assessment, and a new strategy was adopted in order to see if this disparity could be designed out by amending the types of assessment.
EILA2 will look at the results for all law students on the compulsory modules, and consider the changes in overall student performance, as well as by ethnicity. By analogy to the suggestions (in the context of disabled students) of Healey et al (2006), the main beneficiaries from interventions designed to improve performance in one group may well be those from outside that group. In the context of “what works” therefore, the results from EILA2 project may help to guide HEIs to improve the design of assessment to promote the success of all students