Search Results - "Winstone, Naomi E"

Characterising feedback cultures in higher education : an analysis of strategy documents from 134 UK universities by Winstone, Naomi E.

“…Feedback can be framed as a one-way transmission of information driven by educators, or as a two-way process, in which students' agentic participation is…”
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Responsibility-Sharing in the Giving and Receiving of Assessment Feedback by Nash, Robert A, Winstone, Naomi E

“…Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the…”
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The need to disentangle assessment and feedback in higher education by Winstone, Naomi E., Boud, David

“…In contemporary higher education systems, the processes of assessment and feedback are often seen as coexisting activities. As a result, they have become…”
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A primer on gathering and analysing multi-level quantitative evidence for differential student outcomes in higher education by Balloo, Kieran, Winstone, Naomi

“…A significant challenge currently facing the higher education sector is how to address differential student outcomes in terms of attainment and continuation…”
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Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes by Winstone, Naomi E., Nash, Robert A., Parker, Michael, Rowntree, James

“…Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand…”
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'It'd be useful, but I wouldn't use it': barriers to university students' feedback seeking and recipience by Winstone, Naomi E., Nash, Robert A., Rowntree, James, Parker, Michael

“…For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited,…”
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The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education by Evans, Danielle L., Bailey, Sarah G., Thumser, Alfred E., Trinder, Sarah L., Winstone, Naomi E., Bailey, Ian G.

“…What makes a biochemist? Here, we introduce the Biochemical Literacy Framework (BCLF) comprised seven key skills: critical thinking, self‐management,…”
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Do no harm: Risk aversion versus risk management in the context of pedagogic frailty by Hulme, Julie A, Winstone, Naomi E

“…Innovation in teaching ensures that education remains fit for purpose in a changing world. The model of pedagogic frailty proposes that educators may perceive…”
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Making connections: authenticity and alienation within students' relationships in higher education by Gravett, Karen, Winstone, Naomi E.

“…In the context of a marketised higher education system, meaningful interpersonal connections remain of paramount importance to many students. Using a…”
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Storying students' becomings into and through higher education by Gravett, Karen, Winstone, Naomi E.

“…This article employs a new approach to understanding student transition. This area of theory and practice has developed a huge global significance. However,…”
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Discipline-specific feedback literacies: A framework for curriculum design by Winstone, Naomi E., Balloo, Kieran, Carless, David

“…Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which…”
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Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys by Winstone, Naomi E., Ajjawi, Rola, Dirkx, Kim, Boud, David

“…The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the…”
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Toward a cohesive psychological science of effective feedback by Winstone, Naomi E., Nash, Robert A.

“…Empirical research on effective assessment feedback often falls short in demonstrating not just what works, but how and why. In this introduction to the…”
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'More than customers': conceptions of students as partners held by students, staff, and institutional leaders by Gravett, Karen, Kinchin, Ian M., Winstone, Naomi E.

“…Students as partners (SaP) practices are emerging in today's universities as a means to offer a more participative agenda, and to transform institutional…”
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How Effective Is Peer Interaction in Facilitating Learning? A Meta-Analysis by Tenenbaum, Harriet R, Winstone, Naomi E, Leman, Patrick J, Avery, Rachel E

“…Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial for children's and…”
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Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs by Winstone, Naomi E., Hepper, Erica G., Nash, Robert A.

“…Feedback can rarely enhance learning unless it is used; however, few studies have examined individual differences in students' engagement with feedback. The…”
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'Feedback interpreters': the role of learning development professionals in facilitating university students' engagement with feedback by Gravett, Karen, Winstone, Naomi E.

“…Understanding how students engage with assessment feedback is a key concern of higher education professionals. Research commonly represents the perspectives of…”
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Considering the concept of recipience in student learning from a modified Bernsteinian perspective by Kinchin, Ian M., Winstone, Naomi E., Medland, Emma

“…The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper,…”
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What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology by Winstone, Naomi E., Nash, Robert A., Rowntree, James, Menezes, Richard

“…Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that…”
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Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit by Winstone, Naomi E., Mathlin, Georgina, Nash, Robert A.

“…Developing the requisite skills for engaging proactively with feedback is crucial for academic success. This paper reports data concerning the perceived…”
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