The role of formative ‘low-stakes’ assessment in supporting non-traditional students’ retention and progression in higher education: student perspectives

Sambell, Kay; Hubbard, Anntain

Abstract

There is little doubt that strategies to widen participation in UK higher education are having a significant impact on institutions, curricula and staff (Collins & Lim, 2002). Given the current
policy emphasis on recruiting students from non-traditional groups, there is an increasing need to find ways of supporting and retaining such students, enabling them to achieve their potential. Whilst formative assessment is often viewed as having an important contribution to make in supporting student progression
(Yorke, 2001), it is increasingly under threat of dilution, due to the resource constraints operating in the UK higher education sector.
This article explores the action research project of a UK National Teaching Fellowship award holder, which seeks new ways of redesigning assessment methods to enhance formative assessment opportunities for non-traditional students, especially in the first year of undergraduate study. It particularly highlights research into non-traditional students’ perspectives of low-stakes assessment strategies introduced into the early stages of their course, as a means of easing their transition to university study.

• Journal Article Type: Article
• Publication Date: Aug 1, 2004
• Deposit Date: May 25, 2017
• Print ISSN: 1466-6529
• Electronic ISSN: 2045-2713
• Publisher: Open University, Centre for Widening Participation
• Peer Reviewed: Peer Reviewed
• Volume: 6
• Issue: 2
• Pages: 25-36
• Keywords: Research, assessment methods, undergraduate study, university study.
• Public URL: http://researchrepository.napier.ac.uk/Output/851910