This collaboration between the Faculty student representatives and Professional Services gathered a range of stories from our students about which assessment and feedback strategies they found to have the highest impact. These positive experiences have been turned into micro case studies with recommendations for teaching staff on how they can be implemented.

The Faculty undergraduate student representative organised and facilitated the focus groups with students from across the departments and from different stages of their course. These focus groups were kept deliberately small. This gave enough time to explore the reasons why the students found the strategy particularly beneficial, as well as finding out more about its context.

These case studies have been distilled into one-sentence impact summaries with a brief commentary from the Faculty’s Education Manager. Alongside a brief explanation using pedagogical research of why the technique can have a positive impact on learning, suggestions on how the assessment for learning technique can be implemented in a workload efficient way suggestions for units of different sizes that are workload-efficient.

The case studies and guidance are being displayed at the Faculty’s first Education Leaders’ Conference for Directors of Teaching and Directors of Studies in September, celebrating these successes and sharing good practice.