Combined list of case studies

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Below is the combined list of good practice case studies in assessment and feedback at the University of Glasgow. This list will be updated regularly, and you can submit your own case study by filling in one of the forms in the contact section.


You can also browse the keyword index, where the case studies and the toolkit sections are ordered by keywords.

Assessment case studies

Case study: Summative Co-Assessment

Honours students have the opportunity to become partners in assessment. They self-assess their oral presentation and negotiate their final grade with a member of staff, using their self-reflection as evidence to support their position. The students learn to think critically about their own work, and direct their own goals for improvement.


Keywords: formative, summativepresentation


Case study: Moodle quizzes in large-class teaching

Moodle is used to facilitate large-class assessment through regular quizzes. The students receive two forms of feedback on their performance: feedback on their performance immediately after the quiz closes, and class-wide feedback two days later. The students learn to identify areas they are struggling with, and engage in continuous learning through the academic year.


Keywords: MCQ, quiz, summative


Case study: Peer-assessment within group projects

Students participate in group-work, where they have the opportunity to act as both the presenting group and an expert panel to further the discussion with another presenting group. The presentation and expert panel are graded by 2 members of staff and the students then engage in peer-marking. The students are asked to grade the contribution of their teammates, which directly impacts on their teammates’ grades. The students’ individual grade is in proportion to their contribution to the group, encouraging them to contribute more and reflect on their own work.


Keywords: group work, peer-assessment

Feedback case studies

Case study: Reflective Exercises

Students are encouraged to reflect on their feedback through reflective exercises and workshops. As a result, they are able to interpret their feedback constructively and identify areas for improvement. The students can use these skills for subsequent assignments and apply them to different subjects.


Keywords: feedback literacy

Supporting GTAs in assessment and feedback case studies