For feedback processes to be effective, they need to involve students actively in generating,
processing and responding to feedback information. Teacher transmission approaches are …

Self and peer-assessment are becoming central aspects of student-centred assessment
processes in higher education. Despite increasing evidence that both forms of assessment …

In recent years, research and practice focused on staff and students working in partnership
to co-design learning and teaching in higher education has increased. However, within staff …

Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this
feedback should include feed up, feed back and feed forward. However, written feedback …

Problem-based learning (PBL) has been shown to be effective in biomedical engineering
education, particularly in motivating student learning, increasing knowledge retention, and …

This article explores peer review through the lens of internal feedback. It investigates the
internal feedback that students generate when they compare their work with the work of …

This paper presents the findings of a four-year mainly qualitative study of peer and self-
assessment in university teaching. Peer and self-assessment activities were introduced with …

Abstract STEM (science, technology, engineering, and mathematics) refers to the cross-
disciplinary learning design for engaging students in applying integrated knowledge to …

Self-assessment and peer assignment have clear advantages for the training of responsible,
critical, and reflective professionals. In recent years, self and peer evaluation have also been …

Current forms of marketisation in university systems create pressures towards purely ends-
focused expectations among students and have implications for learning and assessment …