This study examines a “flipped feedback” model where students engage with feedback before final submission. Students submit a draft, review generic feedback on common errors, self-assess using a rubric, predict their grade, revise the assignment, and request targeted feedback.
Compared with previous cohorts using traditional feedback, students using flipped feedback showed significant improvements between draft and final submissions and higher overall marks. Most students also reported that the approach helped them better understand assessment criteria and apply feedback to improve their work.
Key Takeaways
- Provide feedback earlier: Give guidance before final submission so students can revise their work.
- Use drafts and revision: Iterative submissions support improvement and deeper learning.
- Promote self-assessment: Having students evaluate their work against rubrics builds evaluative judgement.
- Offer targeted feedback: Let students request specific feedback areas to increase relevance and efficiency.
- Provide clear guidance: Strong rubrics and examples help students assess their work accurately.
Read the full article here:
Francis, N., Coates, K., Bodger, O., & Winstone, N. (2026). Flipped Feedback: Engaging Students With the Feedback Process to Enhance Evaluative Judgement. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874261419444
For more on feedback strategies, join us for our Faculty Lunch & Learn