Transition to transition pedagogy

![CDATA[This paper reports on the outcomes of ongoing curriculum and assessment redesign informed by best practice guidelines for ‘transition pedagogy’ (Kift, 2009; Kift, Nelson & Clark, 2010) in a large enrolment, multi-campus, case study subject. The case study subject has moved in the timetable to first semester and has been reworked to better engage commencing students in their studies and maximize their chances for success. The transition to transition pedagogies in the subject has required a strong focus on embedded assessment scaffolds and supports that foster both students’ academic and social learning. Innovations to support students in their assessment for learning include a technology-enriched learning environment and a considered blended learning model including on-campus ‘team-based learning’ tutorials (Freeman, 2006), wrap-around learning resources, and an online tutor. These and other enhancements are discussed through a defined framework of best practices from the literature. In the context of continuous, iterative improvement, the evaluative voices of sessional tutors and students, and assessment outcomes and usage data will also be presented.]]