Class size, coursework assessment and student performance in geography: 1984–94

Abstract

Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relationship between module enrolment and performance was found, and there was no decline in average performance as average module enrolment increased. This pattern of performance is attributed to changes in teaching, learning and assessment methods: away from large lecture‐based courses to small workshop‐based discussion seminars, away from examinations towards continuous assessment, away from passive learning towards active learning, and away from individual and competitive to collective and collaborative learning and teamwork.

Keywords:

• Student performance
• class size
• assessment
• class contact
• quality
• resources