Redrafting what enables enabling students: A new assessment model for an Australian enabling program

Due to traditionally high attrition rates, there is significant interest in developing effective strategies to increase the retention and success of enabling program students in order to maximise university access and participation. However, there is also the competing concern that the diverse learners articulating from enabling programs are equipped with the academic capabilities needed to succeed in their undergraduate studies. While it has been established that feedback is one powerful influence on student achievement (Hattie 2009), there are numerous challenges in ensuring students read, understand and are then able to apply feedback (Gibbs, 2010). This has led to a focus on developing students’ feedback literacy (Carless & Boud, 2018). This paper reports on the implementation of a new assessment model within an enabling program at an Australian University, based on the drafting and redrafting of the same scaffolded assessment task. This model places the focus on students’ ability to explore and apply tutor feedback, as well as providing them both peer and self-assessment opportunities. This shift has seen a measurable increase in both student retention and their self-reported feelings of academic confidence and self-efficacy. The introduction of this model is one step towards developing independent learners equipped to succeed in their transition to undergraduate studies.