Immediate Marking and Feedback in Higher Education: A Transformational Assessment Strategy Using a Case Study Approach
Year: 2026
Type: article
Abstract: Previous research highlights a persistent misalignment between tutor feedback intentions and student understanding, a challenge often intensified by delayed feedback practices in higher education assessment. This study aims to examine the impact of an immediate marking and feedback approach on student engagement, academic performance, and progression within a first-year undergraduate module. Using a case study design, the research evaluates the implementation of a revised assessment regime introduced in 2023, in which a traditional essay with a three-week feedback turnaround was replaced by a skills-focused portfolio assessment. The portfolio was supported through structured, in-class scaffolding and assessed via same-day marking accompanied by individualized, verbal feedback delivered during one-to-one sessions. The findings indicate substantial improvements in student outcomes and engagement. All students who submitted the portfolio achieved a pass (100% pass rate), academic misconduct was notably reduced, and student attendance reached its highest level for the module. In addition, staff reported greater efficiency and reduced marking workload compared to the previous assessment model. The study concludes that immediate marking and feedback can significantly enhance assessment effectiveness by improving feedback clarity, supporting student learning in real time, and strengthening academic integrity. The novelty of this research lies in its operationalization of same-day, dialogic feedback within a summative assessment context. Practically, the findings support the adoption of immediate, scaffolded feedback models as a sustainable strategy to improve student success and assessment literacy in higher education. Future research should explore student perceptions and scalability across disciplines
DOI: 10.63329/av3nz12339
Authors: Suzanne Doria, Sainey Faye
Institution: Buckinghamshire New University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225597104