Integration of assessments and feedback into a reflective learning loop on an MSci module

In this case study, we discuss a Framework for Higher Education Qualifications (FHEQ) level 7 module, Developing as a Biochemist: Effectively Communicating Science in Modern Society, which forms a key part in the educational development of students in the final year of an MSci in Biochemistry at the University of Surrey. In this skills-based and student-centred module, students work to develop familiarity and competency across a broad range of communications platforms. A dynamic assessment approach enabled the provision of an active peer-feedback and peer-review process. The cyclical provision of feedback and review, coupled with the application of a greater level of feedback literacy, empowered students’ development of critical employability skills. We will discuss the background to this approach, the perceived effectiveness of the peer-review and peer-feedback process, from both teacher and learner perspectives, and will provide some considerations for implementing similar interventions in practice