Case Study Implementing Continuous Assessment in a First-Year History Skills Module

Abstract

This case study examines a skills-based transition module designed to support first-year university students in developing essential academic competencies while fostering reflective practice. The "Making History" module serves 80-100 Level 4 students through a carefully structured portfolio assessment comprising three equally weighted components: an initial skills reflection report, a referencing knowledge quiz, and a final reflective synthesis piece. The assessment design prioritises student voice and authentic experience over deficit-based skill remediation, creating low-stakes opportunities for early success while building academic confidence. By integrating personal tutor support with reflective assessment, the module enables early identification of student needs and targeted intervention strategies. The approach demonstrates how continuous assessment can break down learning into manageable components while encouraging students to become reflective practitioners who actively engage with their academic development. While challenges include staff development needs for marking reflective work and increased assessment loads, the module succeeds in creating student-focused, authentic assessments that celebrate growth and build essential academic skills. The case study offers valuable insights for institutions seeking to design effective transition modules that balance skill development, student support, and academic rigour for first-year students.