Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis was that attainment as measured by first assignment mark in the first term would improve. In a pretest: post-test design, the pre-groups were students who completed the first assessment without the transition sessions (N?=?35), and the post-groups those who completed the first assessment after the transition sessions (N?=?38). Mean and highest marks were greater in both post-test groups compared to pretest groups; the lowest marks achieved were similar across all groups. Tests of normality and homogeneity were non-significant. An unrelated T-test found a significant difference in assessment performance between pre- and post-test groups. A significant improvement in performance followed the intervention, so the hypothesis was accepted.