Assessment as a Mediating Artefact for Students in Transition from College to University

Fotheringham, Julia

Abstract

This paper presents research findings from a longitudinal study of students making the transition from colleges to a Scottish university. Data from interviews with staff and students suggest that although students are offered pre-entry transition support while they study at college, they face challenges, particularly in relation to assessment, when arriving at university. Findings indicate that lecturers who take time to make their requirements explicit and create opportunities for students to understand what is valued by the university provide the key to successful transition. Dialogue about the discipline and learning and teaching approaches benefits all students, and not just those coming from college.

Citation

Fotheringham, J. (2019). Assessment as a Mediating Artefact for Students in Transition from College to University. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 11(2),

• Journal Article Type: Article
• Acceptance Date: Apr 17, 2019
• Online Publication Date: Jun 30, 2019
• Publication Date: Jun 30, 2019
• Deposit Date: Jul 4, 2019
• Publicly Available Date: Jul 5, 2019
• Journal: All Ireland Journal of Teaching and Learning in Higher Education
• Electronic ISSN: 2009-3160
• Peer Reviewed: Peer Reviewed
• Volume: 11
• Issue: 2
• Keywords: Assessment; dialogue; direct entry; transition; support; cultural historical activity theory; CHAT
• Public URL: http://researchrepository.napier.ac.uk/Output/1935168
• Publisher URL: http://ojs.aishe.org/index.php/aishe-j/issue/view/37