Teaching Innovation Workshop – Enhancing student learning through formative and peer feedback in higher education

The Arqus Alliance and associate partner Durham University invite academic staff to an upcoming online Teaching Innovation workshop about formative and peer feedback. Join on Wednesday, 4 June 2025, 14:00-16:00 CEST.

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. The workshop is led by Dr Mathilde Roger, Associate Professor at Durham University. She 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 “Enhancing student learning through formative and peer feedback in higher education” will take place via Microsoft Teams. The number of participants is limited to 40. Registration is open until 30 May 2025. 

Dr Mathilde Roger’s academic work focuses on inclusive and accessible teaching, learning, and assessment practices, with a particular interest in self-regulated learning. She actively explores strategies such as formative coursework and peer- and self-feedback, and is currently developing a student-led feedback e-journal aimed at encouraging reflection and engagement with feedback at the programme level. Dr Roger also investigates how digital tools can enhance accessibility and student learning outcomes.

Learn more about the Teaching Innovation workshop series here.