For most students assessment guides their study and learning practice. Yet in the
literature associated with the first year of study at university, few have mobilised
the power of assessment to develop and engage first year undergraduate students.
This paper presents a model of assessment for first year students which separates
the semester into three overlapping assessment phases: assessment for transition,
assessment for development and assessment for achievement. The
implementation and usefulness of the model is supported by examples from
mathematics, engineering, computing, communication and nursing studies at the
University of Southern Queensland (USQ). Particular attention is paid to
assessments for transition which occur early in the semester and are linked more
closely with processes than specific content. Evidence is collated on the success of
assessments in improving the participation of students, especially distance
education students.
