Dr Naomi Winstone
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 Senior Fellow of the Higher Education Academy and was awarded National Teaching Fellowship in 2016.
Areas of specialism
Cognition and Learning;
Assessment and Feedback
University roles and responsibilities
- Director, Surrey Assessment and Learning Lab
- Head of the Department of Higher 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 Senior Fellow of the Higher Education Academy, and a National Teaching Fellow.
Professor David Boud, Deakin University, Australia Professor David Carless, Hong Kong University Professor Carol Evans, University of Southampton Dr Annie Hughes, Kingston University Dr Julie Hulme, Keele University Dr Darren Moore, University of Exeter Dr Rob Nash, Aston University Dr Edd Pitt, University of Kent Dr Yvonne Skipper, Keele University
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.
Naomi teaches on the Graduate Certificate in Learning and Teaching, the MA in Higher Education, and the BSc(Hons) Psychology programme.
Naomi is interested in supervising PhD projects in the fields of cognitive psychology, assessment, and feedback.
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.
- 10/14 –present: Anna Cook, Inclusion, attitudes and bullying and their impact on children with Autistic Spectrum Disorder (ASD): a first step to the prevention of NEETS.
- 10/16 - present: Sarah Hack, Decision making in educational assessment: factors influencing cognitive strategies and errors in examiners’ marking judgements.
- 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, Facilitating teaching interventions in the classroom to improve the study skills of Popular Music Education degree students.