Closing the Feedback Loop: Using Assignment Coversheets to Foster Self-Assessment, Feedforward, and Feedback-Seeking

Feedback literacy is crucial for effective learning in higher education, however, many students struggle to engage with feedback meaningfully. This case study investigates use of an assignment coversheet as a structured reflection tool designed to foster feedback literacy by encouraging feedforward behaviour, feedback-seeking behaviour and self-assessment. Data were collected from postgraduate students’ assignment submissions alongside a student survey. The intervention was evaluated by examining the extent and perceived value of coversheet use and determining the associations between coversheet use and academic attainment.

Students who frequently recorded feedforward actions achieved the highest marks, and 95% of those who sought feedback also reported acting on it. Consistent overestimation of performance following self-assessment was associated with achieving lower marks. While some students questioned the timing of the coversheet and relevance of their feedback, others reported that the intervention supported deeper engagement with feedback.

This study illustrates the value and limitations of the coversheet intervention in fostering feedback literacy. To maximise impact, we recommend further scaffolding the self-assessment activity and offering targeted training to develop students’ evaluative judgment and feedback literacy skills. The findings have wider relevance to educators seeking simple, practical approaches to support feedback engagement and improve learning outcomes in higher education.