Embedding successful pedagogical practices: assessment strategies for a large, diverse, first year student cohort

Star, Cassandra and McDonald, Jacquelin (2007) Embedding successful pedagogical practices: assessment strategies for a large, diverse, first year student cohort. International Journal of Pedagogies and Learning, 3 (2). pp. 18-30.

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This paper argues that the transition to first year in a diverse, multi-campus, multimodal university provides significant difficulty and disorientation for school
leavers and mature age and international students. Consequently, curriculum design for first year students requires an awareness of the need to provide commencing
students with a framework for meeting the requirements of the academic environment. This paper illustrates how the successful practice of teaching first year students addresses the learning issues and needs of first year university students through the use of scaffolding and developmental assessment.

The case study is from a first year Faculty of Business core course at the University of Southern Queensland in Australia. It provides a range of examples of successful
pedagogical practices, including examples of scaffolding and developmental assessment embedded within the course materials to support and meet student needs. The strategies to embed these support mechanisms included spreading the assessment across the semester using two assignments and a final examination. In the second
assignment of the course we utilise an incremental research and assignment process that includes an exercise to deconstruct the assignment question, a short annotated
bibliography, the concept mapping of the assignment argument and the assessment of a supplied essay before the writing and submission of the student’s final essay. As a
result of these curriculum changes, we argue that preliminary indications are an improvement in both student assignment performance and student retention.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Paper originally presented at the 3rd International Conference on Pedagogies and Learning, 27-28th Sept, 2007.
Faculty / Department / School: Historic - Faculty of Business - School of Accounting, Economics and Finance
Date Deposited: 09 Jan 2008 02:39
Last Modified: 02 Jul 2013 22:53
Uncontrolled Keywords: pedagogy; first year students; assessment
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/3466

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