Staff Resources

The following are just some of the strategies and techniques currently used to deliver assessment and feedback within GCU. If you would like to share your own practice we would love to hear from you – please contact us at any time.

Formative and Summative Assessments Using Blogs

Using a short PowerPoint Presentation, Dr Douglas Chalmers showcases how he uses blogs within teaching, both to facilitate formative peer feedback and for summative assessment with Journalism and Media students. He also provides anonymised examples of student contributions to a recent blog-based assignment. 

For more information, please contact Douglas Chalmers at

Use of Audio MP3 Feedback for Examinations

In this PowerPoint Presentation, Dr Wendy Smith describes how she recently used MP3 technology to provide individual exam feedback for Level 1 Podiatry students. She provides the rationale behind the decision to pilot this approach, feedback from students and practical tips for colleagues who would like to try it within their own teaching.

For more information, please contact Wendy Smith at

Using Digital Video Screen Capture to Provide Feedback

This web resource was developed by Cardiff Metropolitan University and provides information for academics who would like to learn more about using screen-capture technology to provide rich feedback to their students. Using inexpensive (often free) software, lecturers can record themselves marking student assessments and providing comments for individual students or class groups. The website showcases examples of video feedback for different types of assessment, and provides useful information and support to help you get started.

For more information on digital feedback at Cardiff Metropolitan University, please contact the team directly:

For support within GCU, please contact the Learning Development Centre in your School:

Portfolios and Feedback in Practical Biosciences Skills Modules

In this short video clip, Dr Julie Rattray describes the use of portfolios in practical Biosciences skills modules. Portfolios are used to ensure that students have completed all elements of the associated module, undertaken a self appraisal and reflected on the range of feedback received, and developed an action plan to feed this forward and improve future assessments.

For more information, please contact Julie Rattray at

The Feedback/Feedforward Cycle

The Feedback/Feedforward Model outlined in this poster was designed by Margaret McCann and Karen Barton in GSBS and was used successfully in the central ICT Baseline Skills module. The feedback/feedforward cycle instigated immediate dialogue between staff and students on learning expectations and outcomes, providing a clearer focus for learning and teaching.

For more information, please contact Margaret Brown at

Neurohabilitation Feedback Practice

In this short video clip, Brenda Bain and Fiona Moffat talk about feedback practice in a Neurohabilitation module for second year Physiotherapy students. It covers a variety of practices used to provide students with feedback on their clinical skills practice, knowledge and professional behaviour.

For more information, please contact Brenda Bain at

Electronic Feedback Software

The Electronic Feedback Software described in this paper was developed by Dr Phil Denton from Liverpool John Moore University. It is currently being used successfully in 4 large modules in the Department of Management at GCU – all with over 100 students registered. It is an Excel-based application that can be used to generate and email detailed feedback to students.

For more information, please contact Susan Ogden ( or Margaret McCann (

The Role of Reader Injunctions in Assessment Feedback

Bridget Hanna presents findings from discourse analysis of comments obtained from students undertaking a core Psychology module. She highlights the dialogic nature of feedback and the central nature of the teaching relationship. This poster describes the use of ‘reader injunctions’, which can be used to prepare the ‘listener’ for their role in the feedback dialogue.

For more information, please contact Bridget Hanna at

'Giving feedback in 3D': Use of Virtual Worlds in the School of Health and Life Sciences

Evelyn McElinney and colleagues in Nursing use the virtual world Second Life in post-registration learning and teaching – see their blog for further information, conference posters and an interview with Evelyn as project lead.

For more information, please contact Evelyn McElhinney at

'A Step by Step Approach’: Providing Audio Feedback in Place of Written Comment

Dr Ian Trushell from the School of Computing, Engineering and Built Environment selected a small cohort of MSc students with whom to explore the pros and cons of providing audio feedback in place of written comments. This paper describes the logistics of providing audio feedback, staff and student perceptions, and contains audio file examples of individual and group feedback provided.

Using Automated Assessment Feedback to Enhance the Quality of Student Learning

This paper reports on the benefits of implementing Automated Assessment Feedback for staff and students within a large undergraduate module, ‘Management and Organisations’ in the Glasgow School for Business and Society.

So Feedback Means What?

This poster reports on a study by Angela Shapiro and Aidan Johnston into the effectiveness of two different approaches to obtaining student feedback: use of Poll Everywhere with Level 1 students in the (then) School of Built and Natural Environment, and questionnaires with student PASS Leaders.

For more information, please contact Angela Shaprio at

Improving Student Learning and the Student Experience of Feedback Using Formative Peer Assessment

In this short paper, Dr Martin Sharp describes his use of peer-reviewed formative assessment in an Honours level biopsychology module. He describes the process used, illustrates a selection of findings in relation to engagement and highlights a number of challenges that he sought to overcome. Overall, students appreciated the opportunity to have their work formatively peer-marked prior to summative assessment, and the module had high levels of student engagement.

For more information, please contact Martin Sharp at