Glasgow’s assessment tool supports an annual review of staff practice

Updated Sep 07, 2026

The University of Glasgow’s Assessment & Feedback Practice Enhancement Tool (PET) is an annual staff survey about assessment practice. Its 21 April 2026 announcement described a submission window of 26 March–26 April 2026, comparison with 2025 and optional questions intended to support participation at different career stages. Glasgow announcement.

What the university reports

PET asks staff to reflect on their practice against the Learning Through Assessment framework. Glasgow attributes developments following earlier participation to its resources hub, college workshops, incorporation of the framework into PGCAP teaching for around 120 staff annually, and AI and feedback-literacy subgroups. These are reported support activities, not a measured effect on students’ learning or feedback experience.

The current PET page signposts 2026 results, but this article does not claim to have audited the dashboard or established a year-on-year improvement. PET overview.

Separately, Glasgow’s student feedback process includes course evaluations, Summary and Response Documents and student–staff committees. These public descriptions do not establish a compulsory sequential route from every student comment into PET. Student feedback process.

Connecting staff reflection and student experience

Our practical suggestion is to compare staff reflections with student accounts when deciding where support is needed. They answer different questions: a staff member may describe adopting a practice, while students can describe how they experienced it. Neither source should automatically stand in for the other.

If comparing annual survey results, document changes in questions, optionality and who responded. A different response profile can alter results without showing a change in practice. Establish which questions remain comparable before describing progress.

For each local priority, record the evidence considered, the action agreed and how its implementation will be checked. Then decide how students will hear the response. Workshops or new resources are outputs; their existence alone does not establish improved teaching or feedback.

The student comment analysis governance checklist can support that planning. Glasgow’s announcement describes its own enhancement process and does not endorse an external analytics service.

Review note, 7 September 2026: verified the dates and reported activities, distinguished staff reflection from student feedback, and removed the implication of a proven sequential or causal route to improvement.