National Student Survey (NSS): What are the determinants of satisfaction with the marks and assessments of UK university students?

Abstract

This study investigates the determinants of student satisfaction with marks and assessments at higher education (HE) institutions in the UK. This was achieved by utilising data from the National Student Survey (NSS), which is open source. Furthermore, the study addresses a significant gap in understanding how various factors contribute to student satisfaction. In particular, it focuses on the fairness of marking and assessment processes. The increasing importance of metrics in evaluating HE institutions, with a particular focus on student satisfaction, forms the foundation of this research. The NSS is a standardised assessment for UK universities. Additionally, it significantly influences university rankings and plays a critical role in ensuring educational quality and student decision-making. The study extends upon previous research by exploring more intricate determinants specifically related to marks and assessments. The research employs a quantitative approach using the NSS dataset, which includes responses to approximately 26 questions across seven categories. It comprises responses from approximately half a million students and 446 institutions. Techniques such as data filtering, data cleaning, decision-making with missing values, descriptive statistics, correlation analysis, and both linear and logistic regression analysis were utilised. Furthermore, these were by focusing on Q11, which is about marking and assessment on their course. These methods aim to identify and understand the relationships between various factors and student satisfaction. The analysis reveals several key determinants of student satisfaction: 1. Clarity of marking criteria. 2. Opportunities to demonstrate the acquired knowledge. 3. Quality of feedback. 4. Support from teaching staff. 5. Timeliness of feedback. 6. Clear staff explanations. 7. Intellectual challenges. 8. Staff accessibility. 9. Variations among different student categories. Additionally, the findings of the investigation indicate that a small improvement in the perceived clarity of the marking criteria and the availability of chances to demonstrate knowledge can be impactful. These enhancements might have a considerable impact on their impression of the fairness of the assessment process. Furthermore, the analysis highlights a generally high level of satisfaction among UK university students: 80% average satisfaction level, with some categories consistently exceeding 95% satisfaction, indicating widespread student contentment. Surprisingly, certain aspects like the timing of feedback and opportunities to provide course feedback showed a counterintuitive negative correlation with satisfaction perceptions, suggesting complexity in student expectations and experiences. In summary, this study underlines the multifaceted nature of student satisfaction in HE. The findings emphasise the importance of clear assessment criteria, the opportunity for students to demonstrate their understanding, and the role of feedback and instructor support in shaping student satisfaction. In addition, it highlights the need for educators and institutions to consider these factors in their efforts to enhance the student experience and the overall quality of HE in the UK. Nevertheless, this study has several limitations. Firstly, it depends predominantly on quantitative data, lacking qualitative insights. Secondly, the research focuses exclusively on academic-related questions and ignores the questions related to the students’ lives. Lastly, the extensive volume and complexity of the data involved also pose challenges.