Abstract
This case study describes the redesign of Masters project assessment at the University of Strathclyde to address inadequate skills assessment and AI vulnerability in traditional dissertation reports. The new framework redistributed weightings across three components: research article (40%), continuous performance and skills assessment (40%), and presentation (20%).
Central to the approach was implementing regular reflective logs with formative feedback, shifting focus from final output to ongoing skill development. Additional improvements included supervisory pairings, detailed marking rubrics, and stakeholder workshops.
Results showed improved student outcomes (median grade increased from 61.7% to 66.5%) and high satisfaction from both students and supervisors. The reflective log system effectively tracked progress and fostered student ownership, though frequency reduction was recommended to prevent assessment fatigue.
Central to the approach was implementing regular reflective logs with formative feedback, shifting focus from final output to ongoing skill development. Additional improvements included supervisory pairings, detailed marking rubrics, and stakeholder workshops.
Results showed improved student outcomes (median grade increased from 61.7% to 66.5%) and high satisfaction from both students and supervisors. The reflective log system effectively tracked progress and fostered student ownership, though frequency reduction was recommended to prevent assessment fatigue.
| Original language | English |
|---|---|
| Title of host publication | Enhancing assessment and feedback |
| Subtitle of host publication | a case study compendium |
| Editors | Stuart Norton, Vic Stephenson |
| Place of Publication | York |
| Pages | 48-54 |
| Publication status | Published - 28 Oct 2025 |
Keywords
- Masters projects
- formative feedback
- skills development
- reflective logs
- project skills
