Classroom Feedback

Anastasiya Lipnevich is Principal Measurement Scientist at the National Board of Medical Examiners, where she leads work on formative assessment and the learning sciences. Prior to joining NBME, she served as Full Professor of Educational Psychology at Queens College and the Graduate Center of the City University of New York, where she continues her academic affiliation and supervision of doctoral students. She holds a PhD in Educational Psychology, along with Master′s degrees in Education, Clinical Psychology, Italian Language and Literature, and Counseling Psychology. She is a Fellow of the Institute for Advanced Study of the University of Surrey, UK, and has held visiting professorships at the University of Trento, Italy; the University of Konstanz, Germany; the University of Otago, New Zealand; the University of Sydney, Australia; and the National Institute of Education, Singapore. Anastasiya is co-author or co-editor of four books on feedback and assessment, including The Cambridge Handbook of Instructional Feedback and Instructional Feedback: The Power, the Promise, the Practice, with two more currently under contract. Her research focuses on instructional feedback, formative assessment, and the role of psychosocial characteristics in academic and life success, and her work has been recognized with several awards and honors.Naomi Winstone is Professor of Educational Psychology in the Surrey Institute of Education at the University of Surrey, UK, and an honorary Professor in the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. She is a Principal Fellow of the Higher Education Academy and a UK National Teaching Fellow. Naomi has a BSc(hons) in Psychology and a PhD in Experimental Psychology from the University of Surrey, UK, and an MSc in the Psychology of Child Development from the University of Reading, UK. She has edited several books and published over 100 journal articles on assessment, feedback and learning. Her 2019 book co-authored with David Carless, Designing Effective Feedback Processes in Higher Education: A Learning-focused approach set the agenda for new approaches to feedback policy and practice. Using her research and institutional leadership experience, Naomi works with schools, universities and organisations across the world to embed learning-focused approaches to feedback into practice.https://www.surrey.ac.uk/people/naomi-winstone n.winstone@surrey.ac.uk

• ForewordDedicationAuthor’s AcknowledgementsForewordChapter 1: Why Feedback Myths Survive and What to Do About ThemChapter 2: The Myth of Universal Feedback RulesChapter 3: The myth of “more is better”Chapter 4: The myth of immediacyChapter 5: The myth of pairing grades with feedbackChapter 6: The myth of feedback wrapped in praiseChapter 7: The myth of assumed understanding of feedbackChapter 8: the myth of feedback as one-way information transmissionChapter 9: The myth of student-generated feedbackChapter 10: the myth of AI replacementChapter 11: Beyond Myths: Towards Wise Feedback Practice