Closing the loop: A model for inter-institutional collaboration through delivering formative assessment in large, first-year STEM classes

When students start their tertiary studies they move into a new world which

differs in many ways from their prior experiences, including the way they were

taught, access to faculty, learning environments, class sizes, expectations of independence

and time management (Torenbeek, 2011). The first year experience

(FYE) has become a pivotal focus for institutional programs that recognize

that many students struggle in this transition. Such programs aim to improve

student retention in tertiary studies through provision of orientation and mentaring

activities. These initiatives have become widespread and are typically informed

by key research in the field in terms of transition pedagogies (Kift, 2009;

Kift, 2010; Lawrence, 2005) and student engagement and retention.