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Harmony and Dissonance: Orchestrating Effective Instructional Feedback

Welcome to the open lecture by Dr. Anastasiya Lipnevich Professor of Educational Psychology, New York, hosted by the Evaluation and Assessment FoU group (EnA).

EnA (The Evaluation and Assesment Research Group), aims to bring together internationally leading research scholars who can share their research findings in practices and process that pertain the field of teacher education.

EnA has organised focus seminars with international scholars on a regular basis. If you want to know more about EnA please visit: https://www.oslomet.no/en/research/research-groups/evaluation-assessment (oslomet.no).

  • Presentation

    Dr. Anastasiya Lipnevich, Professor of Educational Psychology, Queens College and the Graduate Center of the City University of New York.

    Abstract

    In this presentation, I will describe a series of studies that have investigated instructional feedback, exploring its mechanisms and the diverse (and often paradoxical) effects it has on various educational outcomes. I will delve into the underlying processes that contribute to the effectiveness of instructional feedback and discuss conditions that optimize its potential for enhancing student performance, learning, and individual characteristics.

    I will share research on assessment approaches employed by instructors and highlight cognitive biases that may influence assessment-related decisions made by both teachers and students. Further, I will propose strategies for equipping students with the necessary tools to generate self-feedback effectively, promoting autonomous learning.

    The studies discussed in this talk will encompass a wide range of contexts, cultures, and academic disciplines, emphasizing potential pitfalls with generalizations of findings. Additionally, I will outline potential avenues for future research and highlight some of the current challenges faced by the field. By addressing these challenges, we can advance our understanding of instructional feedback and its implications for educational settings.

    Bio

    Dr. Anastasiya Lipnevich is Full Professor of Educational Psychology at Queens College and the Graduate Center of the City University of New York. Originally from Belarus, Dr. Lipnevich received her combined Master’s degree in Clinical Psychology, Education, and Italian language from the Belarusian State Pedagogical University, followed by her Master’s in Counselling Psychology from Rutgers University, USA. She then earned her Ph.D. in Educational Psychology (Learning, Cognition, Development concentration), also from Rutgers University.

    For her dissertation Dr. Lipnevich won the Excellence in Dissertation Award from the Graduate School of Education, Rutgers University. After receiving her PhD, Dr. Lipnevich joined Educational Testing Service in Princeton, NJ as a post-doctorate research scholar. Dr. Lipnevich received the New Investigator Award 2011 and the Best Article Award from Division 3 (Experimental Psychology) of the American Psychological Association.

    Dr. Lipnevich held visiting professorships, among others, at the University of Trento, Italy, University of Konstanz, Germany, University of Otago, New Zealand, National Institute of Education, Singapore. She co-edited or co-authored four books – Psychosocial skills and School Systems in the 21st Century (Lipnevich, Preckel, and Roberts, 2016; Springer), the Cambridge Handbook of Instructional Feedback (Lipnevich and Smith, 2018; Cambridge University Press), Instructional Feedback: The Power, the Promise, the Practice (Smith, Lipnevich, Guskey, 2023; Corwin) & Unpacking students’ engagement with feedback through artefacts, discourse, and survey findings (Lipnevich, To, Tan, 2023; Routledge). Dr. Lipnevich has one more book currently under contract.

    She leads the Assessment and Feedback Research Group that examines instructional feedback, formative assessment, alternative ways of cognitive and non-cognitive assessment, and the role of psychosocial characteristics in individuals’ academic and life achievement.

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