statistics, accounting, physics & chemistry). Formative All first year courses Early Engagement Formative assessment assessment has been found to be All first year courses will important to include an early incorporate in the assessment task which is: design of an assessment system to Formative or optimally support developmental in nature (so that learning commencing students’ engagement and is the primary or equal learning. The more focus) Low stakes (weighted that formative purposes or functions so that are evident in first-year failure/underperformance is not significantly courses, the more likely students are to consequential (e.g., report being engaged Typical (representative in useful learning, and to be developing the of an assessment type that will be commonly capabilities of encountered in the and independent learning. discipline) Assessment systems Scheduled early in trimester (so that which demonstrate these features are recovery is readily achieved) (within the more likely to be purposefully and first 4 weeks) progressively Offer timely and useable feedback (so scaffolding learner independence and that affirmation and enjoyment. diagnosis are incorporated) Linked to mechanisms or resources that facilitate further learning or address skill deficits (so that action can be taken/adjustments made) Student Preparation and Submission Area of Focus Level of The Standard Rationale for the Assessment Standard Practice Providing clear All first year courses Early Performance Explicit assessment assessment of study criteria are a All first year courses will goals and for effective provide students with standards student performance on A list of detailed assessment tasks. There is evidence to indicate criteria for all that commencing assessment tasks undertaken in their student’s failure on first assessment tasks can be courses. increased as a function Criteria need to be: lack of clarity concerning
statistics, accounting, physics & chemistry). Formative assessment All first year courses Early Engagement All first year courses will include an early assessment task which is: Formative or developmental in nature (so that learning is the primary or equal focus) Low stakes (weighted so that failure/underperformance is not significantly consequential (e.g., Typical (representative of an assessment type that will be commonly encountered in the discipline) Scheduled early in trimester (so that recovery is readily achieved) (within the first 4 weeks) Offer timely and useable feedback (so that affirmation and diagnosis are incorporated) Linked to mechanisms or resources that facilitate further learning or address skill deficits (so that action can be taken/adjustments made) Formative assessment has been found to be important to incorporate in the design of an assessment system to optimally support commencing students’ engagement and learning. The more that formative purposes or functions are evident in first-year courses, the more likely students are to report being engaged in useful learning, and to be developing the capabilities of and independent learning. Assessment systems which demonstrate these features are more likely to be purposefully and progressively scaffolding learner independence and enjoyment. Student Preparation and Submission Area of Focus Level of Assessment Practice The Standard Rationale for the Standard Providing clear assessment goals and standards All first year courses of study Early Performance All first year courses will provide students with A list of detailed criteria for all assessment tasks undertaken in their courses. Criteria need to be: Explicit assessment criteria are a for effective student performance on assessment tasks. There is evidence to indicate that commencing student’s failure on first assessment tasks can be increased as a function lack of clarity concerning
Standards%20for%20First%20Year%20Assessment.docx