Creating a typology of early assessment tasks in higher education: Curriculum, support, success

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Abstract

Background/context. With the increasing diversity in the first-year cohort in Australian universities, emphasis has been placed on using early low-stakes assessment tasks to transition students into academia and improve retention rates. Yet, while the practice of incorporating early assessment tasks in higher education may be common–indeed recommended in policy and best practice–we are faced with many questions around assessment format, purpose, design, support, timing, implementation and feedback provided to students (e.g. Kift, 2009; Thomas et al, 2019).
The initiative/practice. The purpose of this study is to create a typology of early assessment tasks that encourage student engagement prior to the census date. This research forms part of a HERDSA funded project (2021).
Methods of evaluative data collection and analysis. This showcase will discuss the role of early assessment tasks in first-year university: the need for thoughtful design, timely implementation and embedded support. The broader project will be described, drawing on a systematic review of early assessment literature, a global survey of academic staff and practitioners, current policy in Australian higher education institutions, and augmented by a case study of assessment tasks at one regional Australian university to create a fit-for-purpose model of early assessment practices. Analysis of first-year assessment tasks (discipline/subject context, teaching mode, value, time allocated for completion, use of technology, description, student enrolments) has shown that although there is much variation in the format, design and implementation of assessment tasks, there is still a reliance on a small number of ‘conventional’ approaches within disciplines. Our analysis shows that when used as a measure of student engagement, timing and support were found to be more critical than the value of the early assessment tasks.
Evidence of outcomes and effectiveness. Well-designed early assessment tasks can assist students to make a successful transition into university, both socially and academically, facilitate students’ learning, build confidence, and provide feedback to students and staff on students’ progress. The typology will be of use to educational designers and academic staff across the higher education sector.
Original languageEnglish
Pages125
Number of pages1
Publication statusPublished - 05 Jul 2023
EventHERDSA 2023 Annual Conference - Queensland University of Technology, Brisbane, Australia
Duration: 04 Jul 202307 Jul 2023
https://conference.herdsa.org.au/2023/
https://conference.herdsa.org.au/2023/program/ (Program and abstracts)
https://az659834.vo.msecnd.net/eventsairseasiaprod/production-expertevents-public/a32c0635a4bb461db92b86dcb6cb14dc (Virtual program)
https://az659834.vo.msecnd.net/eventsairseasiaprod/production-expertevents-public/2b20afce78154f04aa03781b3133a705 (On-site program)

Conference

ConferenceHERDSA 2023 Annual Conference
Country/TerritoryAustralia
CityBrisbane
Period04/07/2307/07/23
Internet address

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