Abstract
This poster introduces the CAS Form (Care–All–Shape), a peer feedback tool designed to strengthen future-ready skills in higher education. Developed and refined from earlier classroom practices, the CAS Form offers students a structured yet flexible way to give and receive feedback that goes beyond conventional evaluation sheets. Its design combines quick written notes, check boxes, and visual or diagrammatic responses, making feedback more dynamic, concrete, and engaging.
The structure of CAS guides students through three stages:
- C – Critical Context: clarifying background and key points.
- A – Appreciative Analysis: acknowledging strengths and articulating value.
- S – Structural Suggestions: proposing constructive next steps.
Students can choose their preferred feedback mode—Visual, Written, or Mixed—while also using a simple engagement scale and drawing box. This multimodal approach promotes creativity and reflection, while also encouraging students to communicate in ways that feel authentic and memorable.
By design, the CAS Form cultivates a wide range of generic competencies: teamwork and collaboration through peer exchange; critical thinking and problem-solving through balanced analysis and suggestions; communication skills through multi-modal expression; empathy through recognition of strengths; and professional ethics through respectful and constructive critique. These competencies extend beyond the classroom into the workplace and wider society, aligning with the theme “From the classroom to the workplace and beyond – Skills for the Future.”
Although initial classroom trials with this updated version of the CAS Form will begin in September, the tool builds on earlier applications in design and exhibition courses, where students reported greater engagement and ownership of the feedback process. Teachers also observed that the multimodal format made critique less formal, more reciprocal, and more motivating.
The poster will showcase the design of the CAS Form, illustrate how its features support both creativity and ethical collaboration, and invite colleagues to explore ways of adapting the tool in their own teaching. By making feedback concrete, reciprocal, and multimodal, CAS helps students practice not only disciplinary reflection but also transferable competencies essential for future professional and personal contexts.