Presentation Schedule
Leveraging Human Intelligence: Assessment for Learning Through Peer Feedback and Self-reflection (107891)
Session Chair: Christopher Yorke
Sunday, 12 July 2026 15:40
Session: Session 4
Room: UCL Torrington, B08 (Basement Floor)
Presentation Type:Oral Presentation
Student satisfaction with assessment and feedback has consistently posed a problem for universities (NSS, 2023, 2024). In response to the need for a more personalised, scaffolded approach to assessment and feedback (Kuh and O’Donnell, 2013; Pitt and Quinlan, 2022), we developed ALSD – Assessment for Learning and Skills Development, a cross-disciplinary framework to leverage formative assessment and feedback to drive student engagement, skills development and knowledge acquisition.
The ALSD framework unfolds through four stages that foster an assessment-for-learning culture: Developing Assessment Literacy; Formative Assessment Choice; Peer Feedback Exchange, and Reflection and Refinement. Together, these stages support students to interpret criteria, practise skills and test knowledge in low-stakes contexts, engage with peer feedback, consolidate learning through reflection, and produce forward-facing outputs that connect learning to future goals. All stages are recorded in a digital ePortfolio which students can access throughout their studies and into the future.
We piloted ALSD in a taught postgraduate MSc module with 90 international students from diverse educational and disciplinary backgrounds. Using a cohort survey and a post-pilot focus group, we evaluated students’ learning experiences of the framework, perceived skill development, feedback literacy, and the feasibility of embedding structured reflective cycles within short, intensive teaching blocks. This pilot evaluation indicates that more than 90% of students reported improved feedback literacy, deeper reflective engagement, and greater confidence in applying formative feedback to strengthen summative assessment performance. The findings provide practical design considerations for inclusive, scalable assessment and feedback practice in diverse higher education contexts.
Authors:
Negar Riazifar, University of Warwick, United Kingdom
Edwina Jones, University of Warwick, United Kingdom
Kerry Dobbins, University of Warwick, United Kingdom
Sam Grierson, University College Birmingham, United Kingdom
About the Presenter(s)
Dr Negar Riazifar - Assistant Professor in Engineering Mathematics, University of Warwick
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