This paper will explore and examine the notion and practice of using alternative assessments as a means to overcoming barriers to learning and success for underrepresented groups, such as mature students returning to learning.

Since widening participation initiatives began, many universities have begun to engage in practices that are conducive to their learners successfully accessing and achieving in higher education. 

The pedagogical practice of using alternative assessments for students who are considered to be at a disadvantage, not because of disability, but because of their background and affiliation with under-represented groups in higher education, may go some way to levelling the playing field.