Each year, the program conducts regular and systematic evaluation to assess the influence on student experience and engagement, track the programs sustainability and impact and review the success of new ventures and pilots. A number of data sources inform the programs evaluation process. Data is collected from students enrolled in PASS supported units, the PASS Leaders and their corresponding PASS Mentors and further informed by the institutional data.
End-of-semester evaluations conducted to date, consistently demonstrate that students who use PASS as a study resource obtain higher final average marks compared with students who do not use PASS as a study resource (See Figure 1)
Figure 1: Average final mark for students in all UTAS PASS-supported units (2007-2015).
Student feedback and comments are also assessed to ensure the PASS program positively influences the student experience.Students are asked to respond on a scale of 1(strongly disagree) to 5 (strongly agree) to questions regarding the impact of PASS on their unit knowledge, skills development, interest, feelings of belongingness and connectedness. Overall students' responses were positive with the vast majority indicating that PASS provided them a supportive learning environment and thus assisted in improving their understanding of course content and exam preparation (See Table 3).
The PASS program at UTAS uses a body of literature to inform best practise in the ongoing development and implementation of the program.
PASS at UTAS also contributes to this body of literature based upon our own research. Below is a selection of publications relating to peer learning and the UTAS PASS program.