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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
Assessment for student transitions and success: a scoping review of assessment principles in Australian enabling education
Higher education research and development, Vol.First online, pp.1-18
21/08/2025
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Abstract
Enabling education, also known as foundation, pathway or access education, provides opportunities for many students from under-represented groups to access university. Although various studies have documented the effectiveness of these programmes, little is known about the assessment principles and practices in this sub-field of higher education. This paper offers the first scoping review of scholarly literature on assessment in Australian enabling education, summarising work from 2012 to late 2022. The review outlines where and how enabling assessment in Australia is discussed in the literature, and identifies thirteen pedagogical design principles linked to ‘enabling assessment’. These principles are characterised by a distinct ‘human-centred’ approach to assessment that focuses on personal development and empowerment alongside academic development. The deeper aim of transforming students’ self-concepts and equipping them to make valued changes in their lives is a core and defining feature of enabling assessment. However, we also identify that the literature is sparse and remains theoretically and conceptually underdeveloped. We recommend that future research includes more robust articulations of the philosophical and conceptual ideas underpinning approaches to assessment in enabling education, alongside examples of how this translates into assessment practices and student outcomes.
Details
- Title
- Assessment for student transitions and success: a scoping review of assessment principles in Australian enabling education
- Creators
- Elizabeth Goode - Southern Cross UniversityJames Valentine - Charles Darwin UniversityAmita Krautloher - Charles Sturt UniversityPranit Anand - University of New South Wales
- Publication Details
- Higher education research and development, Vol.First online, pp.1-18
- Publisher
- Routledge
- Identifiers
- 991013310026602368
- Copyright
- © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Academic Unit
- Office of the PVC (Academic Quality)
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT