Classroom Feedback: Moving Beyond the Myths
About this ebook
Feedback is one of the most widely used tools in education and also one of the most misunderstood. Despite teachers′ best efforts, common beliefs about feedback often lead to wasted time, student confusion, and little real progress in learning. In Classroom Feedback, the authors examine nine persistent myths about feedback—from the idea that more is always better to the assumption that grades and feedback should go hand in hand—and replace them with clear, research-based strategies that reflect how feedback can become part of an ongoing process of learning and improvement. This engaging resource includes:
- Nine feedback myths, each explored through classroom vignettes, key studies, and teacher perspectives gathered across six countries
- Concrete implications for practice that help educators adapt feedback to the learner, task, and context
- Structured reflection activities designed to build evidence-informed feedback processes over time
Educators will learn to identify which feedback practices truly support student growth and which are quietly working against it, helping create classroom conditions in which students can interpret, use, and act on feedback information in ways that move their learning forward.
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About the author
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
