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ARISE
Academy for Research, Innovation and Scholarship in Education

 



HELPING STUDENTS ENGAGE MORE FULLY WITH ASSESSMENT FEEDBACK

Dr Naomi Winstone, University of Surrey
Monday 5 November 2018
Sighthill 2.D.05 @ 12 noon (All welcome and sandwich lunch provided)

 

Book now to reserve your place >>

 

In this session Naomi will be drawing upon the findings from her recent programme of research to explore how the responsibility for ensuring that feedback has high impact can, and should, be shared between educators and students. She will share practical strategies that can be used to support students to engage productively with feedback, and will discuss how we can involve students as active rather than passive participants in the feedback process. Naomi will also share her work on staff-student partnerships in feedback design.

 

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Brief biography

Naomi Winstone is a Senior Lecturer at the University of Surrey, where she is Director of the Surrey Assessment and Learning Lab. Naomi is a cognitive psychologist and much of her recent research focuses on the processing and implementation of feedback (Nash & Winstone, 2017;Winstone et al, 2017 a and b). As an Academic Consultant for the Higher Education Academy, Naomi has published the Developing Engagement with Feedback Toolkit, an evidence-based set of resources to support students in becoming more proficient in implementing the feedback that they receive (tinyurl.com/HEA-deft). She is a Senior Fellow of the Higher Education Academy, and a National Teaching Fellow.

 

Key publications

Nash, R. A., & Winstone, N. E. (2017). Responsibility sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519.

 

Winstone, N., Nash, R., Rowntree, J., & Parker, M. (2017a). “It’d be useful, but I wouldn’t use it”. Barriers to University students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041.

 

Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017b). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.

 

Book now to reserve your place >>