This document summarizes several projects aimed at improving student retention and academic performance at the university. It discusses the IN-TUNE and STIR projects from 2009-2011 that investigated factors affecting first-year student performance and implemented social activities. It also describes a 2012 teaching program on assessment and feedback and the development of a framework to provide exemplars and feedback to first-year students across various degree programs. An audit of first-year assessments was conducted and student focus groups provided positive initial feedback on the exemplars with some suggestions for improvements to promote broader use.

1. Setting the Standard to
Support Retention
Mairin Nicell
Heather Sayers
Derek Woods
Jennifer Hyndman

2. • In-TUNE
▫ Investigating Transition to UNdergraduate
Education
▫ September 2009-June 2010
▫ Investigating factors affecting academic
performance of Year 1 students

3. • STIR
▫ Socialisation To Improve Retention
▫ September 2010-June 2011
▫ Team-building and social activities to improve
social integration among Year 1 students

5. • Teaching Facilitated Learning Development
Programme
▫ April – September 2012
▫ Theme: Assessment and Feedback for Learning

6. • Creative Workshop
• Brainstorming suitable ideas
• Concentrate on Year 1 initially
• Visual framework which can be extended to
cover all year groups

7. • Student Consent Given or
Withheld

8. Audit of Year 1 Assessment Practice
• 5 Degree programmes
▫ BSc Hons Computer Science
▫ BSc Hons Information and Communication
Technologies
▫ BSc Hons Creative Computing
▫ BEng Hons Electronics and Computer Systems
▫ BEng Computer Games Development
• 9 Modules

9. Audit of Year 1 Assessment Practice
• Written Assessments
• Reports
• Class Tests
• Group work
• Software Demonstrations
• Presentations
• Portfolios/Lab Books
• Examinations

15. Evaluation
• Student Focus Groups in December 2012
• Video record student responses

16. Evaluation
• Sample of Questions
▫ Which modules did you use?
▫ Were you able to distinguish the different categories of
exemplars?
▫ Were you able to understand where and why marks
were allocated?
▫ Did you find the feedback comments helpful?
▫ Did you make use of the model solutions provided?
▫ Do you have any suggestions for improvements to the
grid?

18. Findings
• Initial feedback has been very positive
• Break down of categories
• Written feedback comments

19. Findings
• Need to alter the location of the grid in the
Course Support Area
• Need to provide instructions for use
• Need to consistently promote the use of the tool

20. Semester 2 2012-13
• Roll out semester 2 modules
• Monitor use of exemplars
• End of semester evaluation