Shifting the culture of feedback: Shifting the culture of feedback; Embedding formative assessment and feedback into a production-based practice to improve access, retention, attainment and progression via student engagement through partnership.

The practice at the core of this action-research intervention addresses the challenge of connecting large cohorts of diverse learners with assessment criteria to expedite in-module learning via formative assessment rather than post-module learning via summative assessment, for a non-compensable module.

This intervention was designed to respond to the shifting culture of feedback, research evidencing ‘assessment drives student effort’ (Irons & Elkington: 2022), aiming to facilitate self-regulation and evaluative judgement of learners.

Taking a process rather than product view this ‘new paradigm’ implementing ‘mode 2 feedback’, aims to generate active involvement (peer involvement and self-assessment) and build discourse communities of self-regulation and evaluative judgement.

Delegates will see the methodology which employs a new week 9 formative assessment point when learners peer-mark progress using module rubrics (verbally and digitally) to receive staff feedforward, used for individual action plans before submitting final work week 12. This activity responds to the advocacy of scholars to assign greater importance to students’ role in feedback processes (Irons & Elkington, 2022; Carless, 2015).

Delegates will see how to address key challenges faced during the intervention, including working with large cohorts, introducing a new process, consistency of accurate formative assessment, collation and distribution of feedback, digitally recording marks and feedback, short timeframe, whilst maintaining accessibility for virtual and international students.

Initial results will be co-presented with student representative: 80% of students prefer this process, demonstrable quality improvement of final submissions, uplift in final marks, contribution to improved student experience and progression to Y3 rather than resitting non-compensable module.