The chapter raises some very pertinent issues of great policy relevance regarding student
engagement and assessment of first year university students. Drawing on inter-alia a
review of international literature and a UCD case study (whose authors analyse available
data regarding assessment in programmes and modules), the chapter rigorously and holistically
evaluates how first year assessment supports student engagement, and proffers
recommendations for improvement. The ultimate aim of the chapter is to stimulate debate
regarding the design of institutional frameworks that enhance assessment of first year
third-level students.