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Assessment for Student Transitions and Success: A Scoping Review of Assessment Principles in Australian Enabling Education

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Title: Assessment for Student Transitions and Success: A Scoping Review of Assessment Principles in Australian Enabling Education
Language: English
Authors: Elizabeth Goode (ORCID 0000-0001-8966-7853), James Valentine (ORCID 0000-0002-6670-3775), Amita Krautloher (ORCID 0000-0003-1344-6784), Pranit Anand (ORCID 0000-0002-0996-7424)
Source: Higher Education Research and Development. 2026 45(3):554-571.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Access to Education, Higher Education, Developmental Studies Programs, Student Evaluation, Evaluation Methods, Educational Principles, Undergraduate Students
Geographic Terms: Australia
DOI: 10.1080/07294360.2025.2543409
ISSN: 0729-4360
1469-8366
Abstract: Enabling education, also known as foundation, pathway or access education, provides opportunities for many students from under-represented groups to access university. Although various studies have documented the effectiveness of these programmes, little is known about the assessment principles and practices in this sub-field of higher education. This paper offers the first scoping review of scholarly literature on assessment in Australian enabling education, summarising work from 2012 to late 2022. The review outlines where and how enabling assessment in Australia is discussed in the literature, and identifies thirteen pedagogical design principles linked to 'enabling assessment'. These principles are characterised by a distinct 'human-centred' approach to assessment that focuses on personal development and empowerment alongside academic development. The deeper aim of transforming students' self-concepts and equipping them to make valued changes in their lives is a core and defining feature of enabling assessment. However, we also identify that the literature is sparse and remains theoretically and conceptually underdeveloped. We recommend that future research includes more robust articulations of the philosophical and conceptual ideas underpinning approaches to assessment in enabling education, alongside examples of how this translates into assessment practices and student outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503663
Database: ERIC
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  Data: Assessment for Student Transitions and Success: A Scoping Review of Assessment Principles in Australian Enabling Education
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+Goode%22">Elizabeth Goode</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8966-7853">0000-0001-8966-7853</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Valentine%22">James Valentine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6670-3775">0000-0002-6670-3775</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amita+Krautloher%22">Amita Krautloher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1344-6784">0000-0003-1344-6784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pranit+Anand%22">Pranit Anand</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0996-7424">0000-0002-0996-7424</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2026 45(3):554-571.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 15
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/07294360.2025.2543409
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  Data: 0729-4360<br />1469-8366
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  Data: Enabling education, also known as foundation, pathway or access education, provides opportunities for many students from under-represented groups to access university. Although various studies have documented the effectiveness of these programmes, little is known about the assessment principles and practices in this sub-field of higher education. This paper offers the first scoping review of scholarly literature on assessment in Australian enabling education, summarising work from 2012 to late 2022. The review outlines where and how enabling assessment in Australia is discussed in the literature, and identifies thirteen pedagogical design principles linked to 'enabling assessment'. These principles are characterised by a distinct 'human-centred' approach to assessment that focuses on personal development and empowerment alongside academic development. The deeper aim of transforming students' self-concepts and equipping them to make valued changes in their lives is a core and defining feature of enabling assessment. However, we also identify that the literature is sparse and remains theoretically and conceptually underdeveloped. We recommend that future research includes more robust articulations of the philosophical and conceptual ideas underpinning approaches to assessment in enabling education, alongside examples of how this translates into assessment practices and student outcomes.
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      – Text: English
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      – SubjectFull: Higher Education
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      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Educational Principles
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Australia
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