Combined list of case studies
Browse the list
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. Case study filter
You can filter the
assessment and feedback case studies using the following filters, or browse through the full list below.
View the filters ▼
Select any of the following options to filter the list of case studies. Please note that at the present time you can only filter using one category at a time.
College of Arts
College of Medical, Veterinary and Life Sciences Sciences
College of Science and Engineering
College of Social Sciences
OR Class size:
OR Technological competency:
Basic (General computer literacy)
Moderate (Requires some specialised knowledge, but otherwise accessible)
Advanced (including programming)
OR Administrative support:
OR Required resources:
Audio recording equipment
Video recording equipment
OR Suitable for online/distance learning:
Assessment case studies
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.
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.
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.
Feedback case studies
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.