You may be interested in the following paper which uses positive psychology.
MACASKILL, Ann and DENOVAN, Andrew (2011). Developing autonomous learning in first year university students using perspectives from positive psychology. Studies in Higher Education, 1-19.
Dr Sally Bradley SFHEA SFSEDA
Professional Recognition Adviser
Innovation and Professional Development Team
Quality Enhancement and Student Success Portfolio
Sheffield Hallam University
1-11 Arundel Gate
T: 0114 225 4749
E: [log in to unmask]
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Phil Cheeseman
Sent: 05 October 2012 10:26
To: [log in to unmask]
Subject: Diagnostic assessment for incoming students
We are exploring options for introducing large scale diagnostic assessment of incoming undergraduate students. Whilst this occurs in some curriculum/programme areas, we do not currently offer or require all students a diagnostic assessment to ascertain whether they have the skills for successful study at University.
I would be interested to hear about similar schemes in other institutions as well as your views on the merits of introducing this form of assessment.
As a starter, some of the questions we have been considering include:
1) Should a diagnostic assessment be undertaken by all students or only those in particular curriculum areas?
2) Would it be appropriate for all students to take the same assessment or would this need to be tailored to the different requirements of different curriculum areas?
3) Would the test be optional or compulsory and if compulsory, how would we ensure all students had completed it?
4) Would it be viewed as a positive undertaking by potential students or something that might put them off?
5) When would it be undertaken, pre-arrival, on-arrival or within a few weeks of joining the university?
6) What expectations would be set for students who fell below a certain level? would they be required to undertake some development activity?
7) Would these students be eligible for additional support, what form would this take and who would provide it?
Regards and thanks in advance for your input
Head of Learning Services
University of Roehampton Library | London | SW15 5SZ
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