Assessment: a tool for development and engagement in the first year of university study

Abstract

For most students assessment often defines their study and learning practice, yet there are few discussions in the literature on the first year experience detailing how assessment can be mobilised to develop and engagement students in their first year of study. This paper presents the results of an audit undertaken at The University of Southern Queensland of the assessment associated with first year (termed level 1) courses. It is apparent that assessment is not been used to advantage to smooth the transition into university studies. The paper presents some examples of effective assessment practice to engage students and assist them in the development of self-regulatory skills, such as time management skills.