Award-winning assessment and feedback: Meet Amir Rahbarimanesh
Dr Amir Rahbarimanesh, Lecturer in Engineering Project Management and Assessment Lead for the EPM MSc programmes in the Department of Civil Engineering and Management within the School of Engineering, joined the University in October 2020 right in the heart of the COVID-19 pandemic.
This year, in addition to receiving two other Students’ Union Academic Awards, he was recognised for his outstanding approach to assessment and feedback. In this interview, Amir shares how he supports students, adapts to their needs and why clear, thoughtful feedback makes all the difference.
Before we get into your approach to student assessment and feedback, how does student feedback influence the way you shape your teaching? I place a lot of value on all student feedback including the National Student Survey (NSS). I look for patterns over time and if students raise the same issue year after year, then it clearly needs attention. It’s not enough to collect feedback – we have to show we’ve listened and acted on it. For example, one of the units I teach in Semester 2 is 100% coursework-based, including an individual report and a group report. Over time, students have asked for more interactive elements, like a group presentation. So next year, I’m adding that into the assessment. It’s a small change, but it reflects their feedback, and those small adjustments can make a big difference in their learning experience.
How do you find time to reflect and make these kinds of changes? To be honest, this is not easy to do during the academic year (particularly if substantial changes need to be made), mainly due to the intensity of workload and short turnaround. But in the summer, that’s when I can really dive into the feedback in detail. I reflect on what worked, what didn’t, what students have said and then decide what needs to be done for the next teaching delivery cycle.
What would you say are the main principles that guide your approach to assessment and feedback? I try to keep the things simple – this is probably the most important principle. I come from industry and a commercial business background and worked in various companies in the UK for several years before moving into academia. In that world, simplicity, clarity and relevance are key. Making things overly complex doesn’t help anyone. So, when it comes to assessment, I keep the design clear and the expectations transparent. With feedback I always focus on three things: quantity, quality, and communication.
Can you explain what that means in practice? For quantity, it’s about finding the right balance – enough feedback that’s meaningful but not overwhelming; too much and students might switch off, too little and it’s not helpful. It needs to be digestible and focused.
When it comes to quality, I draw on my industry background to make the feedback relevant. For example, I highlight how particular strengths or gaps in their coursework could impact them when they apply for jobs. That real-world connection makes the feedback much more engaging and valuable.
And communication is for me the most important part. The tone we use matters. I try to be approachable and friendly, because students (particularly of the newer generation) are more likely to engage if they feel comfortable. Many come from different cultural backgrounds or are learning in a second language, so overly formal or rigid communication can be intimidating. Tailoring your style to your students – not the other way around – makes a huge difference.
So it’s about creating a safe and open environment? Exactly. If students don’t feel comfortable, they won’t approach you with questions and that’s when they can fall behind. I came to the UK as a student myself. I did my master’s here, so I know exactly what it’s like to adjust to a new education system. Being approachable makes a huge difference.
How do you tailor your feedback to different students and what tools or approaches help with that? Every student learns differently, so I try to adapt where I can. Some pick things up quickly, others need more time or prefer to follow up privately, so I keep communication channels open, whether that’s email, LinkedIn, or a chat after class. I often check in with students directly if I think they might need more support. It does take time, but I think it’s worth it.
I also use rubrics to give clear, consistent feedback. They help students understand exactly where they’ve done well or fallen short and make it easier to compare fairly when they’re looking at their marks alongside their peers.
From your experience, what makes assessment and feedback effective and how can colleagues build on that? Although technicality and use of proper strategies, methods and tools for assessment and feedback are important, the attitude and emotional intelligence are crucial for making these effective. Patience and genuine empathy are key, particularly with international students. Many are adjusting to a new culture, a new education system, and often a new language. I’ve taught students who struggle to express themselves in English but are incredibly capable technically. So, we need to play our own part and support them, so they don’t fall behind due to issues like communication barriers.
More broadly, I’d like to see a continued shift towards student-centred assessment and feedback. That means genuinely listening to feedback and acting on it. Clear communication, practical relevance, and a willingness to adapt – those are the things that will improve not just NSS scores, but the student experience as a whole.
“Amir ensures every student receives timely, structured, and constructive comments, regardless of class size. His openness and engagement across multiple channels empower students to learn and grow, fostering an inclusive and academically rigorous environment.”
