Science teaching sometimes results in information overload, yet we still expect understanding, analysis, application and synthesis from the students. Then we need to assess the students, and constructive feedback after assessment is an integral part of teaching and learning. We know it improves student learning and provides reflective feedback for students and teachers, but it is difficult in large science classes.

It is said that assessment drives learning, but so does student support as it is an integral part of teaching and learning but it can be difficult in large classes of science students (over two hundred) because of the lack of resources.