Focusing on first year assessment: Surface or deep approaches to learning?

Sharn Donnison; S Penn-Edwards

doi:10.5204/intjfyhe.v3i2.127

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Focusing on first year assessment: Surface or deep approaches to learning?

Journal article

Open access

Peer reviewed

Focusing on first year assessment: Surface or deep approaches to learning?

Sharn Donnison and S Penn-Edwards

International Journal of the First Year in Higher Education, Vol.3(2), pp.9-20

2012

DOI: https://doi.org/10.5204/intjfyhe.v3i2.127

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Abstract

Curriculum and Pedagogy

This paper investigates the assessment and learning approaches that some first year students employ to assist them in their transition into their first year of study and extends our previous work on first year student engagement and timely academic support (Penn-Edwards & Donnison, 2011). It is situated within the First Year transition and student engagement literature and specifically speaks to concepts of learning within that body of literature. In this paper we argue that while students are in the transitional period of their studies, the use of assessment as a motivator for learning (surface approach) is valid first year pedagogy and forms an initial learning stage in the student's progress towards being lifelong learners.

Details

Title: Focusing on first year assessment: Surface or deep approaches to learning?
Authors: Sharn Donnison (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
S Penn-Edwards (Author) - Griffith University
Publication details: International Journal of the First Year in Higher Education, Vol.3(2), pp.9-20
Publisher: Queensland University of Technology
Date published: 2012
DOI: 10.5204/intjfyhe.v3i2.127
ISSN: 1838-2959
Copyright note: Copyright © 2012 The Authors. Copyright of articles is retained by author/s. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. This work is licensed under a Creative Commons Attribution 3.0 License
Organisation Unit: Centre for Support and Advancement of Learning and Teaching; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99450229802621
Output Type: Journal article

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