Workshop for Academic Staff: Enhancing Student Learning Through Formative and Peer Feedback in Higher Education

As part of the Arqus Teaching Innovation Workshop series, Durham University invites academic staff to an upcoming online workshop “Enhancing Student Learning through Formative and Peer Feedback in Higher Education”, led by Assoc. Prof. Dr Mathilde Roger. The session will take place on Wednesday, 4th June 2025, from 14:00 to 16:00 (CEST) via Microsoft Teams, with registration open until 30 May 2025. The number of participants is limited to 40.

As higher education continues to move towards more student-centred assessment approaches, the workshop will introduce participants to the concept of Assessment for Learning. This approach prioritises the enhancement of student learning over grading, aiming to strengthen student engagement and support the development of self-regulated learning. Dr Roger will draw on key literature to explore the foundations and benefits of Assessment for Learning in contemporary higher education.

The session will present findings from two research studies conducted in the Department of Biosciences at Durham University. The first study, titled “Formative feedback impact on summative grades; what type of feedback is the most effective?”, examines whether engaging in formative work improves students’ summative results. The second study, “Promoting self-regulated learning via peer-feedback at the programme level”, investigates how students perceive peer feedback and its role in supporting their confidence and understanding of assessment criteria.

To conclude, the workshop will offer practical recommendations for integrating formative and peer feedback into teaching practice. Participants will be encouraged to reflect on how Assessment for Learning principles and peer feedback can be used not only to improve academic performance but also to foster student independence and deeper learning.

The workshop is led by Dr Mathilde Roger, Associate Professor at Durham University. Over the last few years, she has developed a special interest in students' self-regulated learning and inclusive and accessible Teaching, Learning and Assessment. She is exploring new strategies for authentic assessment, such as promoting the importance of formative coursework and the value of peer- and self-feedback. She also investigates how digital tools can enhance accessibility and inclusivity and promote student learning. Dr Rogers is currently developing a student-led feedback e-journal to encourage students to engage and reflect on their feedback at the programme level.

For registration, click here.