Dr Rob Nash, Head of Psychological Research at the National Institute of Teaching (NIoT) in England, and is a Visiting Associate Professor at Aston University in Birmingham, England & Professor Naomi Winstone, Professor of Educational Psychology and Director of the Surrey Institute of Education at the University of Surrey.
Teaching and research methods that open the ‘black box’ of feedback
At the heart of all impactful feedback is one or more mechanisms through which that feedback influences people’s learning—how it shapes their cognitive, affective, and behavioural engagement with their own performance. Predominant research methods in educational feedback research, such as large-scale surveys, focus groups, and individual interviews have provided invaluable insights into the effectiveness of various feedback practices; however, these methods can be less useful for addressing the many other important research questions we might have about feedback, including how and why certain practices are effective (and by extension, when and for whom). Failing to answer these important questions constrains educators’ ability to apply research findings effectively across diverse educational contexts.
This masterclass will emphasize the importance of studying the psychological and behavioural processes through which feedback becomes meaningful and actionable for learners. By focusing on these mechanisms, educators and researchers can better tailor feedback practices that support sustained improvements in learning. In the masterclass we will collaboratively identify feedback practices that we generally believe to be effective, and will plan hypothetical studies and/or pedagogical approaches that would provide insights into how, when, and for whom these practices are effective. This collaborative process will help attendees to develop practical frameworks for reflecting on their own evidence-based practice in varied educational settings and, where appropriate, their own assessment and feedback research.
This masterclass provides a space for educators, researchers, and institutional leaders to critically evaluate their understandings of ‘effective feedback practices’, and reflect on the extent to which understanding mechanisms is (or should be) a necessary element of practical feedback interventions.
Biographies
Dr Rob Nash is Head of Psychological Research at the National Institute of Teaching (NIoT) in England, and is a Visiting Associate Professor at Aston University in Birmingham, England. He is a Senior Fellow of the Higher Education Academy, and in 2024 he was awarded a National Teaching Fellowship. Rob is Associate Editor of the academic journal ‘Applied Cognitive Psychology.’
A psychologist by background, Rob’s main research expertise is in human memory, cognition, and social influence, and he is particularly interested in applications of these topics to educational psychology. For the past ~12 years he has been conducting research on the topic of feedback in education, with a particular focus on how people—not just students, but people in general—use and engage with feedback, and why they often reject or resist it instead.
Professor Naomi Winstone is Professor of Educational Psychology and Director of the Surrey Institute of Education at the University of Surrey. Naomi is also an Honorary Professor in the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. She is a Principal Fellow of the Higher Education Academy and a UK National Teaching Fellow.
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