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Encouraging Self-Feedback Practices and Engagement with Feedback at the Program Level Using E-Portfolio

Feedback

Event Details

Date : 9 Sep 2025 (Tuesday)

Time : 3:00pm – 4:30 pm (HK Time) / 8:00am – 9:30am (UK Time)

Online : Zoom

Speaker : Dr. Mathilde Roger, Associate Professor, Department of Biosciences, Durham University (UK)

Facilitator : Dr. Jessica To, Lecturer, TALIC, HKU

Abstract

Despite ongoing efforts to improve feedback practices in higher education, student engagement with feedback remains low, as reflected in the UK’s National Student Survey. This workshop introduces a digital Student Feedback Journal—an e-portfolio tool designed to help students become active receivers of feedback by recording and reflecting on feedback across their degree programs.

Participants will explore how the journal supports the Assessment for Learning (AfL) framework by promoting feedback as a continuous, program-level learning tool rather than a one-off response to individual assessments. The workshop will include hands-on activities demonstrating how students can use the journal to engage with instructor, peer, and self-generated feedback, including comparisons with AI-generated exemplars to develop internal feedback capabilities.

We will share insights from our pilot phase and discuss the full rollout now underway. Attendees will be invited to reflect on their own practices and consider how similar tools might be adapted for their contexts.

About the Speaker

Dr. Mathilde Roger is an Associate Professor at Durham University in the Department of Biosciences. 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 explores strategies for authentic assessment, including the value of formative coursework, peer- and self-feedback. Mathilde is also investigating how digital tools can enhance accessibility and promote student learning. She is currently developing a student-led feedback e-journal to encourage students to engage with and reflect on feedback at the programme level.