Inspired by Dr Naomi Winstone’s TILE Network Talk on “The Psychology of Assessment and Feedback Processes in Higher Education”, the Centre for Higher Education Research (CHER) and St Andrews Learning and Teaching Initiative (SALTI) have invited Dr Naomi Winstone SFHEA NTF to present a special 2-day event on assessment feedback literacy in Parliament Hall at the University of St Andrews.

The event details can be also be found online here:


Monday, 16 March at 2pm

(Parliament Hall, University of St Andrews)

From transmission to transformation: Maximising student engagement with feedback (Lecture)

Even the highest-quality feedback on students’ work will not have an impact on their development unless students actively engage with and implement the advice. The literature, alongside anecdotal reports of educators, often paint a negative picture of students’ willingness to read and enact feedback. My recent programme of research has focused on students’ cognitive, motivational, and emotional landscapes and how they influence the ways in which students receive, process, and implement feedback on their work. In this talk, I will argue that maximising students’ engagement with feedback is fundamentally an issue of design, where opportunities for students to develop the skills required for effective use of feedback, and opportunities to apply feedback, can transform the role of students in assessment. In particular, I will share a toolkit of resources that we developed in partnership with students to support the development of feedback ‘recipience skills’. Through this approach, I demonstrate how the responsibility for ensuring that feedback has high impact can, and should, be shared between educators and students.

2:00-3:30 Lecture and Discussion.
3:30-4:00 Further discussion over Tea/Coffee/Juice and biscuits


Tuesday, 17 March at 3:30pm

(Parliament Hall, University of St Andrews)

Designing opportunities for the development of student feedback literacy (Workshop and networking)

Tuesday sign-up here. You do not need to sign up for the Monday lecture, but please do sign up for the Tuesday Workshop and Networking part of the event to ensure that lunch is appropriately catered, and to facilitate follow up networking.

For students to get the most out of their feedback, they need to develop the skills that support effective use of feedback. Drawing upon the feedback ‘recipience skills’ proposed by Winstone et al. (2017), and the framework for student feedback literacy proposed by Carless and Boud (2018), this workshop will provide participants with the opportunity to explore ways of embedding the development of these skills and capacities within their work with students.

Tuesday Schedule:
10:30-10:50am: Tea/Coffee/Juices
10:50-11:00am: Welcome and Introductions
11:00- 1:00pm: Workshop
1:00- 1:30pm: Catered Lunch (Please sign up so we have numbers for catering)
1:30- 3:30pm: Networking and implementation planning

Guest Presenter: Dr Naomi Winstone completed her Psychology studies at the University of Surrey in 2005, including a professional training year in educational psychology. She has an MSc in Psychology of Early Development from Reading, and her PhD from Surrey, where she has been working  since September 2009. She has been Director of Undergraduate Studies, and Director of Learning and Teaching, and is currently Director of the Surrey Assessment and Learning Lab and the Head of the Department of Higher Education.  She is a Senior Fellow of the Higher Education Academy and was awarded a National Teaching Fellowship in 2016. Naomi’s research focuses on the processing and implementation of feedback, educational transitions, and educational identities. Her work has been published in leading education journals, and she has recently published a book on Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach with David Carless.

Four copies of the book will be given away in the Tuesday afternoon networking session.

At the end of the day Tuesday, we hope to have a core group of people networked across campus who can help develop good practice and effective policy around assessment feedback literacy; and who can form the basis for a local program of research on this theme.  For those that come along for the full day on Tuesday we will raffle off several copies of the Winstone and Carless book, and we also have some small development funding available to support ongoing networking and implementation of ideas locally.