{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T15:51:31Z","timestamp":1789487491109,"version":"build-2803163510"},"reference-count":16,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":42,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T00:00:00Z","timestamp":1782864000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["iubmb.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Biochem Molecular Bio Educ"],"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Formative assessment and feedback are widely acknowledged as crucial for effective learning, yet their systematic application in discipline\u2010specific contexts remains insufficient. This study introduces a structured \u201c3\u2009+\u20091\u201d feedback model\u2014combining teacher, teaching assistant (TA), peer, and exemplar\u2010based feedback\u2014to 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\u2010sample tests confirmed significant draft\u2010to\u2010revision gains. Overall, the \u201c3\u2009+\u20091\u201d model provides an effective, multi\u2010source framework that improves assignment quality and fosters transferable academic and collaborative skills, offering practical insights for feedback\u2010rich pedagogy in higher education.<\/jats:p>","DOI":"10.1002\/bmb.70075","type":"journal-article","created":{"date-parts":[[2026,8,13]],"date-time":"2026-08-13T04:10:46Z","timestamp":1786594246000},"page":"485-495","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The Impact of a Multi\u2010Source \u201c3\u2009+\u20091\u201d Feedback Model on Formative Assessment and Student Development in Higher Education: A Case Study in Undergraduate Biochemistry"],"prefix":"10.1002","volume":"54","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9922-1126","authenticated-orcid":false,"given":"Yang","family":"Yan","sequence":"first","affiliation":[{"name":"College of Marine Life Sciences Ocean University of China  Qingdao Shandong China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00117714"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/0969595980050102"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.3102\/003465430298487"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2012.691462"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075070600572132"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075070600572090"},{"key":"e_1_2_9_8_1","volume-title":"Mind in Society: The Development of Higher Psychological Processes","author":"Vygotsky L. 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G.","year":"2001","journal-title":"Current Issues in Education"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.71.3.310"},{"key":"e_1_2_9_15_1","volume-title":"How Learning Works: Seven Research\u2010Based Principles for Smart Teaching","author":"Ambrose S. 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