The potential use of assessment in managing diversity in student backgrounds - The case of a course in Real Estate Valuation

Background ñ The growth of foreign students in real estate educational programmes in non-traditional destinations, such as Sweden, has increased the diversity of student backgrounds in the classroom, compelling a rethink of the way courses are designed, delivered and assessed in order to ensure deep learning and enable students to profit from the diversity in educational and cultural backgrounds in class. Purpose ñ The purpose of this paper is to illustrate the potential threats a diverse classroom poses to the quality of teaching and learning if adjustments are not made and to suggest how teachers could respond. The study focuses on the significant role assessment may play in reducing gaps in student capabilities and performance as well as ensuring deep learning in an international atmosphere. Methodology ñ The paper uses a case study of a course in valuation, delivered by the Department of Real Estate and Construction Management, School of Architecture and the Built Environment at the Royal Institute of Technology, Sweden. Results ñ The study shows that simple interventions such as changes in the timing and nature of assessment is likely to impact student behaviour and performance. Interventions that support students from weak backgrounds relative to the subject could positively affect students from strong backgrounds as well. Originality/value ñ This paper illustrates the need for pedagogical leadership in responding to the changes resulting from the growth of international real estate education.