Sector Watch — Page 6

Cardiff describes paid student partnership projects across teaching and learning

Cardiff’s May 2026 account describes trained, paid student partners and project examples, without establishing the impact of the scheme across all students.

NSS 2026 closure: preparing to review the evidence

NSS 2026 closed in May and results were published on 8 July. A review needs clear responsibilities, questionnaire context and careful handling of comments.

Jisc Online Surveys adds Slider questions, and why it matters for student feedback survey design

Jisc released Slider questions on 5 May 2026. The configurable numeric input gives survey teams another design option, with local testing and clear reporting still needed.

Portsmouth links earlier reassessment opportunities to student feedback

Portsmouth’s assessment guidance attributes earlier referral opportunities from September 2026 to student feedback, with course-specific timing and exceptions.

DfE’s non-medical help research describes students’ support experiences and access difficulties

DfE’s April 2026 England report examines experiences of non-medical help among recipients, including application difficulties, expectations and support quality.

Queen Mary invites staff to a wider EduMark AI assessment pilot

Queen Mary’s April 2026 EduMark AI announcement describes a wider pilot and preliminary time-saving claims, with staff retaining approval of marks and feedback.

UCL’s postgraduate Annual Programme Survey covers modules and wider programme experience

UCL’s April 2026 postgraduate APS notice covers modules, dissertations and placements where applicable, with a published closing date of 26 June.

York’s module evaluation guidance specifies who receives results and when

York’s digital module evaluation guidance sets a ten-working-day response deadline and describes staff access to comments; delivery and impact need separate evidence.

QAA’s Aberdeen review recognises student voice and recommends clearer assessment feedback

QAA judged Aberdeen effective overall, recognised its student voice approach and recommended improvements to assessment feedback, expectations and review data.

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

Glasgow’s 2026 Practice Enhancement Tool invited staff reflection against its assessment framework, with reported links to staff support and development.

Wonkhe’s assessment research connects student accounts of feedback and AI use

Wonkhe’s March 2026 survey and focus groups raise questions about feedback timing and AI guidance; their associations do not establish what causes AI use.

Surrey researchers argue for care and human relationships in AI-supported feedback

A Surrey-led conceptual paper considers how AI can fit into feedback processes while preserving meaning-making, relationships and professional judgement.

Manchester’s course unit surveys make in-session completion part of the process

Manchester’s April 2026 survey guidance describes class time, access routes and reporting; it does not publish an evaluation of their effect on participation.

City St George’s module evaluation guidance sets out campus routes and feedback responsibilities

City St George’s describes module evaluation access, follow-up and conditional confidentiality across its campuses; the page does not establish a new March 2026 launch.

QAA's Edinburgh Napier TQER report, and why student voice evidence needs a clearer action trail

QAA judged Edinburgh Napier effective overall while recommending clearer placement-concern handling, feedback follow-through and review arrangements.

QAA’s revised subject benchmarks: a reference point for course review

QAA announced revised benchmarks for six subjects in April 2026. They guide course review, with a status that differs across the UK; student comments are one input.

QAA’s April GenAI assessment discussions: student and staff input

QAA advertised student focus groups and staff roundtables on GenAI assessment in April and May 2026. Their schedules do not establish what participants concluded.

Sussex spring surveys: parallel fieldwork and live-comment access

Sussex’s April 2026 notices describe module evaluations alongside PTES and live staff access to module comments. These arrangements do not prove faster or better decisions.

Bournemouth PRES 2026: participation targets and small-cohort privacy

Bournemouth’s PRES launch set a 40% response target and incentives. Its privacy notice explains why removing names does not eliminate identification risk in small cohorts.

QAA college feedback case: discussion before grades and clearer criteria

A QAA-hosted Solihull reflection describes pre-grade verbal feedback and work on marking criteria. Its small-group experience does not establish a general effect on anxiety.

Advance HE's pre-arrival questionnaire shows where student feedback expectations start

Advance HE’s April 2026 announcement describes varied expectations among incoming undergraduates at 15 English institutions. Read the findings with their pilot scope in mind.

OfS consumer protection proposals: fairness and student feedback

OfS proposed condition C6 in April 2026. The consultation has closed; its proposals and supporting survey should be distinguished from final rules and legal findings.

DMU’s block teaching evaluation: reported gains and comparison limits

DMU’s April 2026 announcement reports improved student experience under block teaching. Its before-and-after comparisons need scrutiny, including the 2023 NSS change.

Bath’s Be Well report: connecting wellbeing questions and student feedback

Bath’s 2024–25 Be Well report describes changes to survey questions and student voice processes. Reported progress is distinct from independently evaluated outcomes.