{"id":25853,"date":"2026-06-01T13:03:16","date_gmt":"2026-06-01T03:03:16","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=25853"},"modified":"2026-06-01T13:03:16","modified_gmt":"2026-06-01T03:03:16","slug":"designing-first-year-assessments-with-care","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/designing-first-year-assessments-with-care\/","title":{"rendered":"Designing first-year assessments with care"},"content":{"rendered":"

Starting\u00a0university can feel exciting, but it can also feel\u00a0daunting. New students are not just learning content. They are learning how university works, what counts as success, how to ask for help, and whether they belong here at all.<\/span>\u00a0<\/span><\/p>\n

That is why first-year units deserve special attention in curriculum redesign. If we want students to thrive, we need to design for transition from the outset, and we need to do it in ways that are rigorous, coherent and kind.<\/span>\u00a0<\/span><\/p>\n

This is not a new idea.\u00a0<\/span>Sally Kift\u2019s work on transition pedagogy<\/span><\/a> has shaped the sector for well over a decade. Her core argument is as relevant as ever: transition should not sit at the margins as an orientation add-on or a support service referral. It should be intentionally embedded in curriculum, assessment and teaching practice. As Kift puts it, first-year curriculum should be designed to mediate and support transition as a process that occurs over an extended period of time.<\/span>\u00a0<\/span><\/p>\n

That framing aligns strongly with the University of Sydney\u2019s direction. The University\u2019s\u00a0<\/span>Teaching and Learning Strategy<\/span><\/a> emphasises transformational, student-focused education and the success of a greater diversity of students. It also commits\u00a0us to\u00a0support\u00a0belonging, student partnership, and transformed assessment and feedback practices. Current strategic initiatives build on that agenda. <\/span>The Education and Students portfolio is focused on improving the student experience in ways that can scale and last, and the Curriculum Quality and Sustainability<\/span><\/a> project is working to make curriculum clearer, easier to navigate and more coherent for students.<\/p>\n

For colleagues working through curriculum changes,\u00a0this\u00a0creates a useful opportunity. We can connect three conversations that are often treated separately: transition, kindness and care, and program-level assessment.\u00a0<\/span>\u00a0<\/span><\/p>\n

Transition is curriculum work\u00a0<\/strong><\/h2>\n

The\u00a0<\/span>recent\u00a0Teaching@Sydney\u00a0piece on first-year transition<\/span><\/a>\u00a0makes the case well: first year is the springboard for students\u2019 learning journeys, and successful transition helps students build confidence, agency, practical\u00a0skills\u00a0and a sense of belonging. The transition\u00a0support\u00a0program at Sydney focuses on helping students engage with learning, connect with peers, develop study capabilities, find help when needed, and contribute positively to their learning environments.\u00a0<\/span>\u00a0<\/span><\/p>\n

That focus matters because belonging is not simply about friendliness. Research shows that students\u2019 sense of academic belonging is closely tied to persistence and success. Students need to feel not only welcomed, but able to understand the expectations of study and see\u00a0themselves progressing within a discipline. A first-year curriculum that is confusing,\u00a0fragmented\u00a0or overly assessment-heavy can quickly undermine that confidence.<\/span>\u00a0<\/span><\/p>\n

This is where transition pedagogy gives us a practical lens. It asks us to make expectations explicit, sequence learning carefully, design early opportunities for success, and ensure that support is built into normal teaching rather than left as something students must discover for themselves.<\/span>\u00a0<\/span><\/p>\n

Kindness is not the opposite of standards<\/span>\u00a0<\/span><\/h2>\n

A\u00a0<\/span>pedagogy of kindness<\/span><\/a>\u00a0and care\u00a0is\u00a0sometimes misunderstood as\u00a0lowering\u00a0standards.\u00a0In practice, it is better understood as thoughtful design.<\/span>\u00a0<\/span><\/p>\n

At Sydney, this language already resonates with our core pedagogical principles: build teacher-student relationships, foster belonging and community, communicate clearly, support engagement, offer meaningful assessment and feedback, and be human. Kindness sits comfortably inside those principles.<\/span>\u00a0<\/span><\/p>\n

In first year, kindness often looks quite ordinary. It means clear weekly communication. It means explaining why a task matters, not just when it is due. It means designing low-stakes opportunities for practice before high-stakes judgment. It means feedback that helps students know what to do next. It means recognising that students arrive with different histories, levels of confidence and familiarity with academic culture.<\/span>\u00a0<\/span><\/p>\n

None of this\u00a0lowers\u00a0standards. In fact, it often makes standards more visible. When expectations are clear and support is built in, students are better able to rise to challenges. Kindness is not about making university easier. It is about making success more legible, more\u00a0equitable\u00a0and more achievable.<\/span>\u00a0<\/span><\/p>\n

Program-level assessment can make first-year make sense<\/span>\u00a0<\/span><\/h2>\n

This is where program-level assessment becomes especially important.<\/span>\u00a0<\/span><\/p>\n

The\u00a0<\/span>Sydney Assessment Framework<\/span><\/a>\u00a0states that assessment should promote learning, be clearly communicated, be inclusive,\u00a0valid\u00a0and fair, and be integrated into program design. It explicitly positions constructive alignment across units, not just within units, as central to trustworthy and effective assessment.\u00a0<\/span>\u00a0<\/span><\/p>\n

That is a powerful idea for first year. Students do not experience assessment one unit at a time. They experience it as a workload, a pattern of deadlines, and a set of messages about what matters. If each unit is designed in isolation, first year can easily become crowded,\u00a0repetitive\u00a0and difficult to navigate. If assessment is designed at program level, it can become developmental.<\/span>\u00a0<\/span><\/p>\n

For first-year students, that means a smaller number of well-chosen assessment patterns, repeated with increasing sophistication. Early assessment should be\u00a0timely, feedback-rich and confidence-building. Later tasks can ask for greater independence. Across the year, students should be able to see a clear story: this is what\u00a0good work\u00a0looks like here, this is how you are progressing, and this is what comes next.<\/span>\u00a0<\/span><\/p>\n

Program-level design also helps us hold together care and quality. Students are more likely to experience assessment as fair and purposeful when tasks are coherent across the program, deadlines are manageable, and the relationship between practice, feedback and judgement is transparent.<\/span>\u00a0<\/span><\/p>\n

Where to start<\/span>\u00a0<\/span><\/h2>\n

A good place to start is with the 1000-level experience:<\/span><\/p>\n

    \n
  • Map the first semester from a student point of view.<\/strong> Where do students first encounter disciplinary expectations? Where do they get feedback early enough to use it? Where are they asked to connect with peers, staff\u00a0and support?<\/span>\u00a0<\/span><\/li>\n
  • Take a program-level view of assessment.<\/strong> Raise with your program lead how assessment is working across the whole first year, not just within a single unit – this can surface duplication, clustered deadlines and assumptions that are invisible at unit level.\u00a0<\/span><\/li>\n
  • Use the Curriculum Quality and Sustainability work as an enabler.<\/strong> Its focus on clearer, more accessible\u00a0and more coherent curriculum is exactly what first-year students need.\u00a0<\/span>\u00a0<\/span><\/li>\n
  • Involve students<\/strong>. If we want a first-year experience that supports belonging, confidence and success, student voice has to be part of the design process. The University of Sydney\u2019s current strategic work already emphasises student-focused improvement. First year is where that commitment can have the greatest impact. <\/span>\u00a0<\/span><\/li>\n<\/ul>\n

    F<\/span>irst year will always involve challenge. It should. But challenge is most productive when it is paired with clarity, care and coherent design. Transition pedagogy, kindness and program-level assessment are not three separate agendas. Together, they offer a practical way to design first year so students do not just survive university, they begin to see that they can succeed here.<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

    Starting\u00a0university can feel exciting, but it can also feel\u00a0daunting. New students are not just learning content. They are learning how university works, what counts…<\/p>\n","protected":false},"author":3593,"featured_media":26339,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1368,2130,381],"tags":[309,4343,1992,2338],"coauthors":[2534],"class_list":["post-25853","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-inclusive-teaching","category-student-experience","tag-assessments","tag-toolkit-for-first-year-transition","tag-udl","tag-universal-design-for-learning","post-item","post-even"],"_links":{"self":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/25853","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/users\/3593"}],"replies":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/comments?post=25853"}],"version-history":[{"count":3,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/25853\/revisions"}],"predecessor-version":[{"id":26337,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/25853\/revisions\/26337"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media\/26339"}],"wp:attachment":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media?parent=25853"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/categories?post=25853"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/tags?post=25853"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/coauthors?post=25853"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}