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

Article

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.
Article Title

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

ERA Journal ID39917
Article CategoryArticle
AuthorsStar, Cassandra (Author) and McDonald, Jacquelin (Author)
EditorsCleary, Kaye
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation3 (2), pp. 18-30
Number of Pages13
Year2007
Place of PublicationMaleny, Qld, Australia
ISSN1833-4105
Web Address (URL)http://jpl.e-contentmanagement.com/archives/vol/3/issue/2/article/2824/embedding-successful-pedagogical-practices
Abstract

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.

Keywordspedagogy; first year students; assessment
ANZSRC Field of Research 2020520102. Educational psychology
390102. Curriculum and pedagogy theory and development
390402. Education assessment and evaluation
Public Notes

© 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.

Byline AffiliationsSchool of Accounting, Economics and Finance
Learning and Teaching Support Unit
Event3rd International Conference on Pedagogies and Learning: Meanings Emerging in Practice
ISBN9781921729850
Event Details
3rd International Conference on Pedagogies and Learning: Meanings Emerging in Practice
Event Date
26 to end of 28 Sep 2007
Event Location
Brisbane, Australia
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