Dr Naomi Winstone

Head of Department, Senior Lecturer
BSc(Hons) MSc PhD CertHE
+44 (0)1483 684391
07 CE 01
Please email me to arrange an appointment.


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

Previous roles

2009 - 2016
Lecturer in Cognitive and Educational Psychology
School of Psychology, University of Surrey
2013 - 2014
Director of Undergraduate Studies
School of Psychology, University of Surrey
2014 - 2015
Director of Learning and Teaching
School of Psychology, University of Surrey
2015 - 2016
Associate Dean (Learning and Teaching)
Faculty of Health and Medical Sciences, University of Surrey

Affiliations and memberships

Senior Fellow of the Higher Education Academy
Awarded 2015


Research interests

Research projects

Research collaborations

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.


My teaching


Postgraduate research supervision

My publications


Winstone, N., & Millward, L. (2012). The value of peers and support from scaffolding: Applying constructivist principles to the teaching of psychology. Psychology Teaching Review,18(2), 59-67.
Winstone, N., & Millward, L (2012). Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Psychology Teaching Review, 18(2), 31-41.
Winstone, N., & Bretton, H. (2013). Strengthening the transition to University by confronting the expectation-reality gap in Psychology Undergraduates. Psychology Teaching Review,19(2), 2-14
Winstone, N., Millward, L., Huntington, C., Goldsack, L., & Kyrou, E. (2014). Eliciting rich dialogue through the use of activity-oriented interviews with autistic young people. Childhood, 21(2), 190-206
Scarborough, P., Hodgkins, C., Raats, M., Harrington, R., Cowburn, G., Dean, M., Doherty, A., Foster, C., Juszczak, E., Matthews, A., Mizdrak, A., Ni Mhurchu, C., Shepherd, D., Tiomotijevic, L., Winstone, N., & Rayner, M. (2015). Protocol for a pilot randomised controlled trial of an intervention to increase the use of traffic light food labelling in UK shoppers (the FLICC trial). BMC Pilot and Feasibility Studies, 1:21.
Winstone, N., & Witherspoon, K. (2016). “It’s all about our great Queen”: The British National Anthem and National Identity in 8- to 10-year-old children. Psychology of Music, 44(2), 263-277.
Winstone, N., Nash, R., Menezes, R., & Rowntree, J. (2016). What do students want most from feedback information? Distinguishing necessities from luxuries using a budgeting methodology. Assessment and Evaluation in Higher Education, 41(8), 1237-1253.
Winstone, N. E., & Nash, R. A. (2016). The Developing Engagement with Feedback Toolkit. York, UK: Higher Education Academy.
View abstract
Parker, M., & Winstone, N. (2016). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education. 10(1), 53-64.
Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1 – 23.
Cook, A., Ogden, J., & Winstone, N. (2016). The experiences of learning, friendships and bullying of boys with autism in mainstream and special school settings. British Journal of Special Education, 43(3), 250-271.
Winstone, N., 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.
Winstone, N., 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.
Winstone, N., & Moore, D. (2017). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International, 54(5), 494-502.
Winstone, N. E., & Kinchin, I. M. (2017). Teaching sensitive topics: Psychological literacy as an antidote to pedagogic frailty. Psychology Teaching Review, 23(1), 15-29.
Nash, R. A., & Winstone, N. E. (2017). Responsibility sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519.
Hulme, J. A., & Winstone, N. E. (2017). Do no harm: Risk aversion versus risk management in the context of pedagogic frailty. Knowledge Management and E-Learning, 9(3), 153-169.
Pitt, E., & Winstone, N (2018). The impact of anonymous marking on students’ perceptions of fairness, feedback, and relationships with lecturers. Assessment and Evaluation in Higher Education.
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.
Cook, A., Ogden, J., & Winstone, N. (2018). Friendship motivations, challenges, and the role of masking for girls with autism in contrasting school settings. European Journal of Special Needs Education.
Davis, A., & Winstone, N. (2017). Educational Implications. In A. Slater & G. Bremner (Eds.), An Introduction to Developmental Psychology (3nd ed.). Wiley.
Kinchin, I. M., & Winstone, N. E. (2017). Pedagogic Frailty: Opportunities and challenges. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 211-225). Rotterdam: Sense.
Winstone, N.E. (2017). The three ‘R’s’ of pedagogic frailty: Risk, Resilience and Reward. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 33-48). Rotterdam: Sense.
Winstone, N. E., & Avery, R. A. (2018). Enhancing Psychology students’ employability through ‘Practice to theory’ learning following a Professional Training Year. In D. Morley (Ed.), Enhancing employability in higher education through work based learning (pp. 213-233). London: Palgrave Macmillan.
Winstone, N. E., & Hulme, J. A. (2017). Integrative disciplinary concepts: The case of Psychological Literacy. In I. M. Kinchin and N.E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University (pp. 93-107). Rotterdam: Sense.
Gravett, K., & Winstone, N. E. (2018). Feedback interpreters: the role of learning development professionals in facilitating university students’ engagement with feedback. Teaching in Higher Education.
Winstone, N. E., & Boud, D. (2018). Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research and Development.
Kinchin, I.,Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D., & WInstone, N. (2018). Researcher-led academic development. International Journal for Academic Development.
Cook, A., Ogden, J., & Winstone, N. (2018). The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children. Autism.
Balloo, K., Evans, C., Hughes, A., Zhu, X., & Winstone, N. (2017). Transparency isn't spoon-feeding: How a transformative approach to the use of explicit assessment criteria can support student self-regulation. Frontiers in Education.
Kinchin, I. M., & Winstone, N. E. (2018). Exploring pedagogic frailty in practice. In I.M. Kinchin and N.E. Winstone (Eds.), Exploring pedagogic frailty and resilience: case studies of academic narrative (pp. 1-15). Leiden: Brill.
Winstone, N.E., & Kinchin, I.M. (2018). Pedagogic frailty and resilience in context. In I.M. Kinchin and N.E. Winstone (Eds.), Exploring pedagogic frailty and resilience: case studies of academic narrative (pp. 205-220). Leiden: Brill.
Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.