Abstract
It is now an established fact that the learning cycle is greatly enhanced by timely and effective feedback. Formative assessment has become an indispensable vehicle to facilitate student engagement in the feedback process, even if they do not recognise they are receiving feedback. This paper, based on the winning entry to the Institution of Structural Engineers Excellence in Structural Engineering Education Award 2020, presents a review of some formative feedback events in which civil engineering students at the University of Salford participate. The cohorts studied cross six years (200+ students), and three programmes at FHEQ level 7. The study indicates that carefully designed feedback events can have a significant impact upon understanding of structural behaviour for students preparing for professional status.
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