This paper presents the findings from research on peer assessment practice that was specifically focussed on improving the experience in a tertiary bridging course. The objective of the study was to examine the impact of this assessment approach on student social relationships and the overall assessment experience. The study also examined whether peer assessment provided a valid and reliable method of assessment at the tertiary bridging level and whether students were equipped to be able to engage with this form of assessment. Data were collected from 107 students enrolled in a tertiary bridging program at a regional university in Australia using a custom designed questionnaire. Four subscales, Task Experience, Feedback, Peer Relationships and Process Understanding, were identified and analysed. The initial results suggest this model of assessment did add value for students in the positive attitude toward the task and the feedback they received from their peers. The participants did not report a preference for peer assessment over other traditional forms. Improvements in the quality of peer relationships were also not identified. It was concluded that, while there are benefits provided by peer assessment in improving the students' understanding of the process of assessment, there were limited benefits in its use in relation to improving the overall student experience.

This qualitative study examined students’ academic identity with a view to understanding the process involved in the development of a university student identity over the first seven weeks of a full-time on-campus tertiary bridging program. The sample comprised six male and six female tertiary bridging students between the ages 18 and 24 who had successfully made the transition into the tertiary bridging program. Participants engaged in a one-on-one interview in week eight of the semester. Most participants reported having developed a sense of identity as a university student. The primary event which facilitated this process was a successful engagement with the initial assessment tasks. The requirement to perform the role of a self-organising and independent learner in preparing for these assessment tasks was considered to distinguish the university student role from that required in secondary school. Good assessment results were identified much less frequently as playing a role in the process. A negative influence of peer interaction on university student identity development was identified where bridging students interacted with current undergraduates. The suitability of traditional approaches to assessment, such as tests, for use in tertiary bridging programs is raised.