Professor of Educational Psychology and Director of the Institute of Education, University of Surrey
Debunking myths about the “problem” of assessment and feedback
If Institutional and National Student Evaluation Surveys are to be believed, the sector has a “problem” with assessment and feedback, that needs to be fixed. But are assessment and feedback practices really problematic, and in the ways supposedly identified by instruments such as the UK National Student Survey (NSS)?
In this masterclass, we will separate the fact from the fiction and explore what we can and can’t conclude about the effectiveness of assessment and feedback from student evaluation surveys. We will use evidence from research and practice to evaluate what works well in assessment and feedback, and how practices might be developed to lead to more sustainable learning. We will also discuss the challenges associated with the use of large-scale satisfaction surveys to evaluate assessment and feedback practices and explore alternative methods for capturing the impact of assessment and feedback on student learning.
Naomi Winstone is a cognitive psychologist specialising in the processing and implementation of feedback information. Naomi is Professor of Educational Psychology and Director of the Surrey Institute of Education at the University of Surrey, and she also leads the multidisciplinary Surrey Assessment and Learning Lab. Naomi’s research has been funded by bodies such as The Leverhulme Trust, the Assessment and Qualifications Alliance, the Society for Research into Higher Education, and HEFCE/OfS. Naomi’s research has led to the development of educational tools and resources, such as the Developing Engagement with Feedback Toolkit, published by Advance HE, which is in use in over 200 schools, colleges and Universities worldwide. She also developed the Feedback Engagement and Tracking System, which was awarded the Educational Development Initiative of the Year Award by SEDA in 2018. Naomi is a UK National Teaching Fellow and a Principal Fellow of the Higher Education Academy.