Students' perspectives of early assessment tasks in their first year at university

Journal article


Thomas, Theda, Jacobs, Diane, Hurley, Laurine, Martin, Jenny, Maslyuk, Svetlana, Lyall, Mark and Ryan, Matthew. (2019). Students' perspectives of early assessment tasks in their first year at university. Assessment and Evaluation in Higher Education. 44(3), pp. 398-414. https://doi.org/10.1080/02602938.2018.1513992
AuthorsThomas, Theda, Jacobs, Diane, Hurley, Laurine, Martin, Jenny, Maslyuk, Svetlana, Lyall, Mark and Ryan, Matthew
Abstract

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.

Keywordsassessment; first-year assessment; feedback
Year2019
JournalAssessment and Evaluation in Higher Education
Journal citation44 (3), pp. 398-414
PublisherTaylor & Francis
ISSN0260-2938
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2018.1513992
Scopus EID2-s2.0-85057321153
Research or scholarlyResearch
Page range398-414
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Nov 2018
Publication process dates
Accepted01 Aug 2018
Deposited26 May 2021
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