Abstract
Background/context. Assessments have been identified as a key hurdle for students transitioning into higher education (HE). Therefore, it is important for academics to design assessments that are grounded in best practice principles aimed at supporting student success in HE, particularly in their first year (Kift, 2009). However, very little work has focused specifically on what can be learned from assessment practices used in enabling education (https://enablingeducators.org/) to support students’ transitions into HE.
The initiative/practice. A scoping review (Arksey & O’Malley, 2005) of Australian enabling education literature was conducted, focused around two key research questions: What pedagogical principles are explicitly connected to assessments in Australian enabling education? What can university educators learn from this literature to support students’ transitions into HE?
Methods of evaluative data collection and analysis. Three databases and thirteen targeted publication sources were searched for peer-reviewed journal articles and reports pertaining to assessment in Australian enabling education from 2012 to 2022. From the 765 sources located, 24 full-text sources were examined using collaborative discourse analysis.
Evidence of outcomes and effectiveness. The review identified twenty assessment principles for supporting student success in HE. The results also highlight a need for greater clarity in how these concepts are defined as well as an opportunity for sharing good practice examples between programs and institutions. Overall, the scoping review showcases best practice assessment design principles for students transitioning into HE.
References.
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: final report for ALTC Senior Fellowship Program. Australian Learning and Teaching Council. https://transitionpedagogy.com.au/wp-content/uploads/2014/03/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-092.pdf
The initiative/practice. A scoping review (Arksey & O’Malley, 2005) of Australian enabling education literature was conducted, focused around two key research questions: What pedagogical principles are explicitly connected to assessments in Australian enabling education? What can university educators learn from this literature to support students’ transitions into HE?
Methods of evaluative data collection and analysis. Three databases and thirteen targeted publication sources were searched for peer-reviewed journal articles and reports pertaining to assessment in Australian enabling education from 2012 to 2022. From the 765 sources located, 24 full-text sources were examined using collaborative discourse analysis.
Evidence of outcomes and effectiveness. The review identified twenty assessment principles for supporting student success in HE. The results also highlight a need for greater clarity in how these concepts are defined as well as an opportunity for sharing good practice examples between programs and institutions. Overall, the scoping review showcases best practice assessment design principles for students transitioning into HE.
References.
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: final report for ALTC Senior Fellowship Program. Australian Learning and Teaching Council. https://transitionpedagogy.com.au/wp-content/uploads/2014/03/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-092.pdf
| Original language | English |
|---|---|
| Publication status | Published - 2023 |
| Event | HERDSA 2023 - Queensland, Brisbane, Australia Duration: 4 Jul 2023 → 7 Jul 2023 Conference number: 49th https://conference.herdsa.org.au/2023/program/ |
Conference
| Conference | HERDSA 2023 |
|---|---|
| Abbreviated title | HERDSA |
| Country/Territory | Australia |
| City | Brisbane |
| Period | 4/07/23 → 7/07/23 |
| Internet address |