Scaling formative feedback in internships: Journaling with limited supervision

TiSEM internships are a growing component of the third-year bachelor's program. For many students, this is their first experience working externally on real-life projects, which often brings a sense of uncertainty. To support them, we introduced structured journaling: every three weeks, students complete a short survey with a few open and closed reflection questions. This encourages them to reflect on their development and provides input for the final report (which accounts for 30% of the final grade).
In practice, however, we face several challenges. Ideally, journaling serves as a formative tool, supported by regular feedback from supervisors. Due to limited supervision capacity, this is difficult to achieve. At the same time, we want to preserve the value of journaling for both the learning process and the final assessment.

During this session, we would like to invite your input on the following questions:
How can we use journaling effectively as a formative tool when supervision is limited?
What forms of (peer) feedback or smart interventions could help provide timely and meaningful support to students?
If additional supervision capacity were available, how could journaling input during the process be meaningfully incorporated into the summative assessment?
We hope to explore practical and scalable ideas together that can support a growing internship program.