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ABSTRACT
Relationships between resourcing and academic performance are analysed by considering assessment data from a Modular Course offered by an English polytechnic. Because the administration is centralised and computerised, modular courses generate a large data base which readily permits comparisons to be made between years and academic areas over relatively standardised units of study.
One such data base is used to test several hypotheses concerning academic performance and resources. It is concluded that student performance deteriorates as enrolment on courses increases. High grade performance is particularly affected. This finding which is stable over years is replicated in each of four academic areas (Arts, Social Studies, Applied and Science) in spite of large differences in grading practice. The extent of deterioration in student performance is described and related to the between-area differences in patterns of marking.