Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study

Paul Chidoka Chikezie

doi:doi:10.11648/j.ri.20250101.13

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Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study

Paul Chidoka Chikezie^*

Published in Research and Innovation (Volume 1, Issue 1)

Received: 1 October 2025 Accepted: 13 October 2025 Published: 3 December 2025

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Abstract

The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.

Published in	Research and Innovation (Volume 1, Issue 1)
DOI	10.11648/j.ri.20250101.13
Page(s)	15-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Assessment, Case Study, Feedback, Module

References

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[4]	Cambridge Centre for Teaching & Learning (CCTL) (2022) ‘Aligning assessment with teaching and learning’. Available at: https://www.cctl.cam.ac.uk/files/foundations_for_assessment_paper_2.pdf
[5]	Cioca, I. and Gifford, J. (2022) ‘Performance feedback: An evidence review. Practice summary and recommendations’. London: Chartered Institute of Personnel and Development.
[6]	CQSD (2023) ‘Empowering learning through formative assessment & feedback’. University of Reading. Available at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/ade/tandl-resources/prp-formative-assessment-and-feedback.pdf
[7]	CQSD (2024) ‘Developing and using assessment criteria and rubrics’. University of Reading. Available at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/ade/tandl-resources/prp-assessment-criteria-and-rubrics.pdf
[8]	Elkington, S. (n.d.) ‘Enhancing student assessment literacy. Future Facing Learning. LTE Bites Series’, No. 1. Teesside University. Available at: https://blogs.tees.ac.uk/lteonline/files/2019/11/LTE-Bites-04-Assessment-Literacy.pdf
[9]	Gallagher, G. (2017) ‘Aligning for learning: Including feedback in the constructive alignment model’, All Ireland Journal of Higher Education, 9(1), pp. 3011-3023. Available at: https://ojs.aishe.org/index.php/aishe-j/article/view/301
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[13]	Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J. and Thorpe, L. (2011) ‘Using technology to encourage student engagement with feedback: A literature review’, Research in Learning Technology, 19(2), pp. 117-127.
[14]	Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. (2014) Enhancing student learning through effective formative feedback. The Higher Education Academy. Available at: https://www.enhancingfeedback.ed.ac.uk/documents/id353_senlef_guide.pdf
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[21]	Winstone, N. E. and Nash, R. A. (2016) ‘The Developing Engagement with Feedback Toolkit (DEFT)’. York: Higher Education Academy. Available at: https://www.surrey.ac.uk/sites/default/files/2018-10/deft-16-19.pdf
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APA Style

Chikezie, P. C. (2025). Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Research and Innovation, 1(1), 15-19. https://doi.org/10.11648/j.ri.20250101.13

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ACS Style

Chikezie, P. C. Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Res. Innovation 2025, 1(1), 15-19. doi: 10.11648/j.ri.20250101.13

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AMA Style

Chikezie PC. Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Res Innovation. 2025;1(1):15-19. doi: 10.11648/j.ri.20250101.13

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@article{10.11648/j.ri.20250101.13,
  author = {Paul Chidoka Chikezie},
  title = {Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study
},
  journal = {Research and Innovation},
  volume = {1},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.ri.20250101.13},
  url = {https://doi.org/10.11648/j.ri.20250101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ri.20250101.13},
  abstract = {The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.
},
 year = {2025}
}

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TY  - JOUR
T1  - Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study

AU  - Paul Chidoka Chikezie
Y1  - 2025/12/03
PY  - 2025
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PB  - Science Publishing Group
UR  - https://doi.org/10.11648/j.ri.20250101.13
AB  - The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.

VL  - 1
IS  - 1
ER  -

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Author Information

Paul Chidoka Chikezie

School of Sciences, Coventry University, Coventry, United Kingdom

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http://orcid.org/0000-0001-5066-724X

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APA Style

Chikezie, P. C. (2025). Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Research and Innovation, 1(1), 15-19. https://doi.org/10.11648/j.ri.20250101.13

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ACS Style

Chikezie, P. C. Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Res. Innovation 2025, 1(1), 15-19. doi: 10.11648/j.ri.20250101.13

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AMA Style

Chikezie PC. Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study. Res Innovation. 2025;1(1):15-19. doi: 10.11648/j.ri.20250101.13

Copy | Download

@article{10.11648/j.ri.20250101.13,
  author = {Paul Chidoka Chikezie},
  title = {Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study
},
  journal = {Research and Innovation},
  volume = {1},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.ri.20250101.13},
  url = {https://doi.org/10.11648/j.ri.20250101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ri.20250101.13},
  abstract = {The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Critical Evaluation of Effectiveness of Assessment and Feedback Practice Using the 4009BIO Module as a Case Study

AU  - Paul Chidoka Chikezie
Y1  - 2025/12/03
PY  - 2025
N1  - https://doi.org/10.11648/j.ri.20250101.13
DO  - 10.11648/j.ri.20250101.13
T2  - Research and Innovation
JF  - Research and Innovation
JO  - Research and Innovation
SP  - 15
EP  - 19
PB  - Science Publishing Group
UR  - https://doi.org/10.11648/j.ri.20250101.13
AB  - The 4009BIO is a Year-1 second/third-semester module that covers cellular structure and communication. The assessment tasks are four mandatory case study scenarios, each with background information and questions related to numerical/data analyses and brief essays. The students receive feedback in the form of formative feedback, which is usually provided through face-to-face/virtual classroom setting, as well as written summative feedback. The students are encouraged to seek additional feedback through one-on-one meetings with the teaching team or virtually using the Teams platform. The students enrolled in the module are predominantly international students who contribute diverse perspectives and experiences to the learning environment. An overview of this student cohort shows that they are sociable and enthusiastic to learn and are likely to engage in group discussions and collaborative learning. My assessment and feedback practice are designed to provide a targeted support to guide students through a step-by-step process of understanding the assessment tasks, to improve their comprehension and foster higher levels of engagement, as well as enable the students to complete the assessment tasks with confidence and effectiveness. The assessment design aligns with the module's learning outcomes, and low-stake practice opportunities are incorporated. Feedback practice involves prompt, non-judgmental feedback, and regular review of feedback templates.

VL  - 1
IS  - 1
ER  -

Copy | Download