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

Julia Amanda Fotheringham


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.    



Assessment, dialogue, direct-entry, transition.

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