1. Silent conversation
Stem

2. Assessment
In higher education the essay or written assignment is the dominant form of assessment.
However, some students are more prepared for this form of assessment than others. For example, students from well educated, middle class families, and those entering university through traditional academic routes (e.g. A levels), tend to find essay writing a normal and natural form of expressing ideas.
Many acquire the socio-discursive practices associated with essay writing at home through immersion.

3. Assessment
Students who enter HE through vocational routes (e.g. BTEC nursing, construction, etc.) may be disadvantaged by a lack of familiarity with and preparedness for academic writing.
Vocational courses are designed to prepare students for the occupations they intend to enter and they use forms of assessment relevant to the workplace.
These forms of assessment are rarely seen as valid alternatives to traditional HE forms of assessment (essay writing, exams). Furthermore the tacit knowledge and practical skills acquired through vocational training is often undervalued in HE in favour of propositional and theoretical knowledge. As a result vocational entrants have to work harder

4. Assessment
Students from lower socio-economic backgrounds, those from some ethnic minorities, those who enter university with vocational qualifications, and those who have a disability are amongst the most disadvantaged by assessment practices in HE.
We know from a number of quantitative studies in the UK that white students are more likely to obtain a first class degree than black and minority ethnic (BME) students.
BME students are much more likely to get a third or lower class of degree than their white peers (Broecke and Nicholls 2007, Connor et al. 2004, Richardson 2008).

5. Assessment
A number of qualitative studies have been undertaken to try to understand the causes of this ‘attainment gap’
In the HEA ECU study, BME students reported experiences of ‘marginalisation’ that may have impacted on their capacity to demonstrate what they know and can do.
Opportunity to demonstrate mastery of learning outcomes through alternative forms of assessment are essential

6. Social networking/peer support
Encourage social networking and peer support
Students find the support of their peers really important to their understanding and enjoyment of their studies.
Peer support networks emerge naturally among friends but some students find it difficult to join in or set up their own networks because of their personal circumstances.
Peer support networks that are engineered through modules and programmes can help to ensure that all students can benefit from peer support whether face to face or virtual.

7. Peer support
Virtual discussion boards and online forums, through which students can discuss what is expected of an assignment as well as give and receive advice and feedback, are becoming more common in courses.
However, ground rules for inclusive and collaborative learning behaviour that include trust, respect and ‘relational equity’ need to be established early and maintained throughout to prevent exclusionary practices