The Impact of a Multi‐Source “3 + 1” Feedback Model on Formative Assessment and Student Development in Higher Education: A Case Study in Undergraduate Biochemistry

ABSTRACT

Formative assessment and feedback are widely acknowledged as crucial for effective learning, yet their systematic application in discipline‐specific contexts remains insufficient. This study introduces a structured “3 + 1” feedback model—combining teacher, teaching assistant (TA), peer, and exemplar‐based feedback—to address recurring challenges in undergraduate biochemistry group assignments, such as weak rigor, limited teamwork, and ineffective presentation skills. Implemented across three modules (preparation, revision, and reflection), the model aims to enhance disciplinary knowledge, scientific communication, and collaborative competence. The model was implemented in the undergraduate biochemistry course in 2023 and 2024. Data sources included structured questionnaires and reflective essays collected in 2023 and 2024, together with longitudinal academic performance records from 2020 to 2024. Student surveys indicated high recognition of the model's effectiveness, with over 90% reporting improvements in PowerPoint content, design, and script writing. Thematic analysis of reflections revealed stronger task division, accountability, and group satisfaction. Performance data showed reduced failure rates (from 4.3% to 2.7%) and paired‐sample tests confirmed significant draft‐to‐revision gains. Overall, the “3 + 1” model provides an effective, multi‐source framework that improves assignment quality and fosters transferable academic and collaborative skills, offering practical insights for feedback‐rich pedagogy in higher education.