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Students' perspectives of early assessment tasks in their first year at university
Thomas, Theda Jacobs, Diane Hurley, Laurine Martin, Jenny Maslyuk, Svetlana Lyall, Mark Ryan, Matthew
Thomas, Theda
Jacobs, Diane
Hurley, Laurine
Martin, Jenny
Maslyuk, Svetlana
Lyall, Mark
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.
Keywords
assessment, first-year assessment, feedback
Date
2019
Type
Journal article
Journal
Assessment and Evaluation in Higher Education
Book
Volume
44
Issue
3
Page Range
398-414
Article Number
ACU Department
School of Arts
Faculty of Education and Arts
School of Allied Health
Faculty of Health Sciences
School of Behavioural and Health Sciences
School of Education
School of Arts and Humanities
Centre for Education and Innovation
Faculty of Education and Arts
School of Allied Health
Faculty of Health Sciences
School of Behavioural and Health Sciences
School of Education
School of Arts and Humanities
Centre for Education and Innovation
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Open Access Status
License
All rights reserved
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Controlled