Widening participation can create challenges of student retention, an issue being constantly addressed by such initiatives as increased student support. Supposedly 'elite' universities, it has been argued, attract 'better' students, a term largely defined in terms of academic success. The research presented here argues that 'better' is entirely misleading and invites reflection as to whether a change from traditional didactic assessment approaches to more innovative modes could enhance achievement, success and therefore retention by recognising and recording the qualities of a student populace with widely varying experiences and talents without undermining academic rigour. An analysis of the types of assessment within a widening participation university as recorded on the validated module database against the highest weighting level revealed a wide variety of imaginative approaches to measuring student engagement reflecting the commitment and professionalism of staff in providing an educational context that is varied and meaningful. Whilst acknowledging this strength, it is argued that further flexibility is required to more exactly measure student abilities, both in assessment timing and form, the emphasis presently being very much upon tutor-led modes with insufficient attention given to recognising the potential of students to contribute to the assessment process. Present assessment modes can therefore perhaps be viewed as an additional barrier and there is a need to reflect upon form to recognise more fully student ability
