Beyond the unit: A course-wide, iterative formative assessment and feedback framework for enhancing learning and employability skills in computer science education

This case study introduces a course-wide approach to formative assessment and feedback in computer science education. Formative assessment and feedback are pivotal in enhancing subject knowledge, problem-solving skills, and teamwork abilities, essential for students’ careers. However, practices limited within individual units often restrict their potential, prompting advocacy for a course-wide strategy focused on grade improvement, professional relevance, and employability. This approach offers flexibility, encompassing diverse themes, transferable skills, and graduate attributes. It enables students to receive multifaceted feedback from multiple channels, mirroring professional computing practices. In practice, over two years, students engage in group projects, scaffolding knowledge and skills while benefiting from formative feedback from instructors, peers, and end-users, enriching their learning experience. Active blended learning supports this strategy, guiding educational activities and promoting engagement through digital and physical tools. Impact assessments highlight improved student performance, evaluations, employability prospects, and industry preferences for graduates experienced in group-based formative development. This case study underscores the importance of adapting formative assessment and feedback to different perspectives and goals while emphasising careful planning and alignment with evidence-based educational principles. Addressing challenges iteratively and incrementally with frequent evaluation points enhances the effectiveness of similar practices.