This study investigated the impact of a flipped feedback approach on student academic performance and evaluative judgement. Flipped feedback involved providing generic feedback information on common errors before students self-assessed against the marking criteria and requested targeted feedback. Undergraduate students completed two coursework assignments featuring flipped feedback. Draft and final submission scores were compared, and students completed an evaluation survey. Results showed substantial gains between draft and final submission scores. Survey responses were overwhelmingly positive, with most students agreeing that flipped feedback aided self-evaluation and subject comprehension. However, some expressed concerns about self-assessment accuracy and draft/final weighting. This study indicated that flipped feedback can empower learners to engage with and act upon the feedback process while increasing academic performance compared to previous cohorts by enhancing evaluative judgement. Further research should systematically investigate the approach’s potential across diverse subjects and assessment modalities.
Francis et al. (Wed,) studied this question.