Professor Naomi Winstone PFHEA NTF
Academic and research departmentsSurrey Institute of Education.
Naomi completed a BSc (Hons) in Psychology at the University of Surrey in 2005, which included a professional training year in educational psychology with Dorset County Educational Psychology Service. She then completed an MSc in Psychology of Early Development at the University of Reading in 2006, before returning to Surrey to undertake a PhD. Naomi has been working at the University of Surrey since September 2009. Naomi is a Principal Fellow of the Higher Education Academy and was awarded National Teaching Fellowship in 2016.
Areas of specialism
University roles and responsibilities
- Director, Surrey Assessment and Learning Lab
- Director of the Surrey Institute of Education
Affiliations and memberships
In the media
Naomi is a cognitive psychologist specialising in learning behaviour and engagement with education. Naomi’s research focuses on the processing and implementation of feedback, educational transitions, and educational identities. Her work has been published in leading journals including Educational Psychologist, Studies in Higher Education, and Assessment and Evaluation in Higher Education, as well as the Times Higher. Her work has been funded by the Higher Education Academy, the Medical Research Council, the Leverhulme Trust, the Higher Education Funding Council for England, and the Society for Research into Higher Education. Naomi is Director of the Surrey Assessment and Learning Lab.
Naomi has extensive experience of academic leadership, having held the positions of Director of Undergraduate Studies and Director of Learning and Teaching in the School of Psychology at the University of Surrey, and Associate Dean (Learning and Teaching) in the Faculty of Health and Medical Sciences at the University of Surrey.
Naomi is an Academic Consultant for the Higher Education Academy, and through this role 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 also runs CPD events and workshops at Universities, Schools and Colleges across the UK, to support educators and students to enhance the impact of assessment and feedback on learning and development. Naomi is a Principal Fellow of the Higher Education Academy, and a National Teaching Fellow.
EARLI Emerging Field Group
Co-Investigator, collaboration with the University of Kent
Principal Investigator, collaboration with Aston University
Co-Investigator, with the Universities of Southampton and Kingston
Co-Investigator, collaboration with Aston University
Co-Investigator, collaboration with the University of Oxford
Indicators of esteem
American Psychological Association, Division 15 (Educational Psychology)
2017 Outstanding Article Award
Naomi E. Winstone, Robert A. Nash, Michael Parker, & James Rowntree
Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes.
Postgraduate research supervision
- Awarded 04/12: Abeer Alkeshnam, Intercultural Competence: Components and Measurement.
- Awarded 04/16: Yousuf Almurtaji, The relationships between behavioural problems and academic achievement in Kuwait Primary Schools.
- Awarded 02/19: Anna Cook, Friendship, bullying and the impact of inclusion on attitudes towards children with autism.
- Awarded 02/20: Sarah Hack, Decision making in educational assessment: factors influencing cognitive strategies and errors in examiners’ marking judgements.
- Awarded 05/20: Karen Gravett, Re-imagining students’ becomings: new approaches to thinking and doing transition.
- 10/16 - present: Chelsea Dainton, Towards a neurocognitive framework of feedback processing in educational settings: Feedback related negativity signals and the information value of evaluative and directive feedback.
- 10/16 - present: Anna Kauer, Precursors of creative achievement in pre-school children: Do low latent inhibition and high executive function predict creative achievement in children as they do in adults?
- 10/17 – present: Danielle Evans, ‘Biological Literacy’: From Signature Pedagogies to Laboratory Simulation.
- 10/17- present: Sue Richardson, 'Towards an innovative pedagogical model to transform the delivery of Higher Popular Music Education in the UK: a focussed single institution study'.
- 09/18- present: Veronica Rovagnati (University of Kent), Students’ cognitive, affective and behavioural engagement with feedback in higher education.
- 07/19 - present: Yvonne Smyth, The ‘Road to Birth’: an exploration of a novel 3D mobile and Virtual Reality (VR) anatomy and physiology and fetal growth application to support healthcare student learning, knowledge retention and preparation for practice.
- 01/20 - present: Kurt Coppens (University of Leuven, Belgium),Collecting continuous feedback in a dashboard to use as a framework for study guidance of first-year engineering students.
- 07-20-present: Stella Kazamia, Enhancing student engagement through the use of emerging technologies.
- 09/20 - present: Parvathy Panicker, Cognition and grit in learners who are engaged in MOOC learning in HE.
Postgraduate research supervision
Naomi is interested in supervising PhD projects in the fields of cognitive psychology, assessment, and feedback.
Naomi teaches on the Graduate Certificate in Learning and Teaching, the MA in Higher Education, the MSc in Developmental Psychology Research & Practice, and the BSc(Hons) Psychology programme.
Winstone, N. E., & Boud, D. (2019). Exploring cultures of feedback practice: The adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research and Development, 38(2), 411-425.
Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.
Nash, R. A., Winstone, N. E., Gregory, S. E. A., & Papps, E. (2018). A memory advantage for past-oriented over future-oriented performance feedback. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 1864-1879.
Winstone, N. E., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37. [WINNER OF AMERICAN PSYCHOLOGICAL ASSOCIATION DIVISION 15 ‘BEST ARTICLE’ AWARD 2017]
Winstone, N. E., Nash, R., Rowntree, J., & Parker, M. (2017). “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.