Kerridge, Anne (2013) Feedback for success. In: 16th International First Year in Higher Education Conference (FYHE 2013), 7-10 Jul 2013, Wellington, New Zealand.
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Abstract
The University of Southern Queensland's (USQ's) Tertiary Preparation Program (TPP) is a bridging program designed to enable people to acquire essential prerequisite knowledge and skills required for success in undergraduate study. Students who successfully complete the program qualify for direct entry into specified undergraduate programs at the University of Southern Queensland. Students coming into the TPP bring with them a valuable range of skills and prior educational and life experiences however are often unsure, lacking in confidence and may have encountered learning hurdles in the past. Therefore encouraging and motivating these students is a crucial factor in enabling them to acquire the skills and knowledge they require to transition successfully. Assessment is an integral element of teaching and learning that should enhance learning. Feedback is an essential element in this loop as it has the potential to have a significant impact on students' learning.
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| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © Copyright of articles is retained by author/s. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. |
| Faculty/School / Institute/Centre: | Current - USQ Other |
| Faculty/School / Institute/Centre: | Current - USQ Other |
| Date Deposited: | 19 Nov 2013 05:31 |
| Last Modified: | 27 Jun 2017 03:45 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development |
| Identification Number or DOI: | https://doi.org/10.5204/intjfyhe.v4i1.169 |
| URI: | http://eprints.usq.edu.au/id/eprint/24273 |
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