Enhancing student learning through formative and peer feedback in higher education

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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 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.

Trainer: Dr. Mathilde Roger

Anmerkung(en)

The course is offered through the European University Alliance Arqus. The meeting link will be provided to registered participants. Learn more about the Teaching Innovation workshop series here.

Leitung

keine Angabe

Teilnahmekreis

Professor:innen, PostDocs, Promovierende, Lehrende

Themenbereich

Teaching & supervising, Wissenschaftliches Arbeiten und Grundlagen der Lehre, Kommunikation und Arbeitsorganisation, Selbstkompetenz, Sozialkompetenz

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