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Case study 1. Developmental and diverse feedback: helping first-year learners to transition into higher education

In this first year medieval history subject, educators provide a range of diverse assessment tasks and feedback which are structured to help first year learners transition into higher education.

Key features of this case study include:

  • Assessment tasks and related feedback moments which are spread across the semester, rather than being presented only at the middle and end of semester;
  • A diverse range of assessment tasks and feedback types, including self-feedback, automated feedback, peer feedback, and face-to-face feedback;
  • Personalised feedback, made possible by educators who worked hard to build relationships with learners; and
  • Educators who help learners to build their confidence and knowledge around how to seek and use feedback.

Case study 2. Personalised feedback at scale: Moderating audio feedback in first-year psychology

Too often, it is felt that personalised feedback can only be provided in subjects with small learner enrolments. However, this case demonstrates that personalised, high-quality feedback can be provided consistently and at scale in a large first-year subject.

Key features of this case study include:

  • Clear orientation of feedback to the next assessment task, including turnaround times scheduled to coincide with the following assessment;
  • Rigorous moderation process focused on ensuring consistent quality of feedback rather than regularity of marks;
  • Successful personalisation of feedback at scale; and
  • Commitment to support and development of educators through moderation and resources.

Case study 3. In-class feedback: a flipped teaching model in first-year physics

The use of a flipped classroom approach promotes the idea that learners learn key concepts or skills prior to class, so that they can then engage meaningfully during class time in activities that are designed to extend their understanding and ability.

Key features of this case study include:

  • A flipped (or inverted) teaching model: teaching theoretical concepts via online resources such as readings and videos, which then allows increasing learner-educator interaction during face-to-face classes;
  • Using quizzes, polls and peer assessment at the beginning of each lesson as a means of reinforcing learners’ learning prior to class and indicating areas that need further work during class to the teaching team;
  • A team of one educator and two tutors facilitating large classes of 100 learners as they work in groups to solve problems; and
  • A developmental approach to assessment/feedback cycles: the assessment/feedback within class, as well as larger out-of-class assignments, build on each other and are aligned with the final exam.

Case study 5. Layers and loops: scaffolding feedback opportunities in first-year biology

This case highlights the work undertaken to design and deliver feedback information in a large-scale, first-year biology subject.

Key features of this case study include:

  • Consistent leadership from a Senior Tutor, which ensured considered development of the subject’s assessment and feedback design, with changes enacted quickly when needed;
  • A stable teaching team for this subject, which allowed practices, values and expectations in relation to feedback provision to be refined over time; and
  • Regular, scheduled interactions between the teaching team to plan and discuss teaching sessions and feedback processes.

Case study 6. Multiple prompt strategies across contexts: feedback in classroom, lab and professional practice

This case study demonstrates an innovative approach to managing feedback and assessment strategies by planning a large section of a course as a single subject, rather than four individual subjects.

Key features of this case study include:

  • Scope for planning a coherent programme of feedback across a single large subject, rather than four individual subjects;
  • Use of different feedback processes for different tasks, as suited to the context in which learners are operating, including peer discussions;
  • Feedback information returned to learners in realistically rapid turnaround times; and
  • Systematic and ongoing improvements to feedback practices based on learner comments.

Case study 7. Investing in educators: enhancing feedback practices through the development of strong tutoring teams

This case illustrates the importance of investing in tutoring staff if we are serious about enacting good feedback.

Key features of this case study include:

  • Development of strong teaching teams;
  • Making explicit that feedback is a ‘helping’ mechanism at the start of the subject;
  • Iterative and nested tasks so that feedback has an effect;
  • Multiple forms and sources of feedback; and
  • Group-based feedback where learners learn vicariously.