Naomi Winstone

5.2k total citations · 4 hit papers
77 papers, 3.2k citations indexed

About

Naomi Winstone is a scholar working on Education, Developmental and Educational Psychology and Cognitive Neuroscience. According to data from OpenAlex, Naomi Winstone has authored 77 papers receiving a total of 3.2k indexed citations (citations by other indexed papers that have themselves been cited), including 59 papers in Education, 11 papers in Developmental and Educational Psychology and 10 papers in Cognitive Neuroscience. Recurrent topics in Naomi Winstone's work include Student Assessment and Feedback (40 papers), Evaluation of Teaching Practices (36 papers) and Higher Education Practises and Engagement (19 papers). Naomi Winstone is often cited by papers focused on Student Assessment and Feedback (40 papers), Evaluation of Teaching Practices (36 papers) and Higher Education Practises and Engagement (19 papers). Naomi Winstone collaborates with scholars based in United Kingdom, Australia and Hong Kong. Naomi Winstone's co-authors include Robert A. Nash, David Carless, Michael Parker, David Boud, Karen Gravett, Anna Cook, Jane Ogden, Edd Pitt, Ian M. Kinchin and Kieran Balloo and has published in prestigious journals such as Journal of Educational Psychology, Journal of Experimental Psychology Learning Memory and Cognition and Frontiers in Psychology.

In The Last Decade

Naomi Winstone

73 papers receiving 3.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

2016 522 citations Naomi Winstone, Robert A. Nash et al. Educational Psychologist profile →
Teacher feedback literacy and its interplay with student feedback literacy

2020 286 citations Naomi Winstone et al. profile →
‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

2016 262 citations Naomi Winstone, Robert A. Nash et al. Studies in Higher Education profile →
The need to disentangle assessment and feedback in higher education

2020 147 citations Naomi Winstone, David Boud Studies in Higher Education profile →

Peers

Naomi Winstone

EDUCA

DEP

CSA

J.J. Beishuizen Netherlands

Sofie M. M. Loyens Netherlands

Nadira Saab Netherlands

Tracii Ryan Australia

Mieke Brekelmans Netherlands

Eileen Wood Canada

Zi Yan Hong Kong

Vincent Donche Belgium

Linda Bol United States

Richard Paul United States

J.J. Beishuizen Netherlands

Naomi Winstone

1.9k ×0.8

EDUCA

1.3k ×2.2

DEP

228 ×1.1

CSA

235 ×1.2

86 ×0.4

Citations per year, relative to Naomi Winstone Naomi Winstone (= 1×) peers J.J. Beishuizen

Countries citing papers authored by Naomi Winstone

Since Specialization

Citations

This map shows the geographic impact of Naomi Winstone's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Naomi Winstone with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Naomi Winstone more than expected).

Fields of papers citing papers by Naomi Winstone

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Naomi Winstone. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Naomi Winstone. The network helps show where Naomi Winstone may publish in the future.

Co-authorship network of co-authors of Naomi Winstone

This figure shows the co-authorship network connecting the top 25 collaborators of Naomi Winstone. A scholar is included among the top collaborators of Naomi Winstone based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Naomi Winstone. Naomi Winstone is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Winstone, Naomi, et al.. (2026). The care-full craft of feedback in an age of generative AI. Assessment & Evaluation in Higher Education. 1–17.

Winstone, Naomi & Edd Pitt. (2025). Approaches to feedback on examination performance: research, policy, and practice. Assessment & Evaluation in Higher Education. 50(6). 876–896.

Hübner, Nicolas, Naomi Winstone, Samuel Merk, & John Hattie. (2025). Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships. Contemporary Educational Psychology. 81. 102365–102365.

Lipnevich, Anastasiya A., et al.. (2023). Anchored in praise? Potential manifestation of the anchoring bias in feedback reception. Assessment in Education Principles Policy and Practice. 30(1). 4–17. 12 indexed citations

Winstone, Naomi & Robert A. Nash. (2023). Toward a cohesive psychological science of effective feedback. Educational Psychologist. 58(3). 111–129. 32 indexed citations

Winstone, Naomi, Rola Ajjawi, Kim Dirkx, & David Boud. (2021). Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47(7). 1524–1536. 37 indexed citations

Winstone, Naomi, David Boud, Phillip Dawson, & Marion Heron. (2021). From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education. 47(2). 213–230. 68 indexed citations

Hollywood, Amelia, et al.. (2019). ‘Overwhelmed at first’: the experience of career development in early career academics. Journal of Further and Higher Education. 44(7). 998–1012. 66 indexed citations

Tenenbaum, Harriet R., Naomi Winstone, Patrick J. Leman, & Rachel E. Avery. (2019). How effective is peer interaction in facilitating learning? A meta-analysis.. Journal of Educational Psychology. 112(7). 1303–1319. 84 indexed citations

10.

Lygo‐Baker, Simon, Ian M. Kinchin, & Naomi Winstone. (2019). Engaging Student Voices in Higher Education. Hope's Institutional Research Archive (Liverpool Hope University). 11 indexed citations

11.

Gravett, Karen, Ian M. Kinchin, Naomi Winstone, et al.. (2019). The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education. 45(5). 651–665. 24 indexed citations

12.

Evans, Carol, et al.. (2019). Maximising Student Success through the Development of Self-Regulation. ePrints Soton (University of Southampton). 2 indexed citations

13.

Harrington, Richard, Peter Scarborough, Charo Hodgkins, et al.. (2018). A Pilot Randomized Controlled Trial of a Digital Intervention Aimed at Improving Food Purchasing Behavior: The Front-of-Pack Food Labels Impact on Consumer Choice Study. JMIR Formative Research. 3(2). e9910–e9910. 8 indexed citations

14.

Balloo, Kieran, et al.. (2018). Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation. Frontiers in Education. 3. 35 indexed citations

15.

Nash, Robert A. & Naomi Winstone. (2017). Responsibility-Sharing in the Giving and Receiving of Assessment Feedback. Frontiers in Psychology. 8. 1519–1519. 90 indexed citations

16.

Winstone, Naomi & Robert A. Nash. (2017). The “Developing Engagement with Feedback Toolkit (DEFT)”: Integrating assessment literacy into course design. 48–52. 2 indexed citations

17.

Winstone, Naomi & Robert A. Nash. (2016). The Developing Engagement with Feedback Toolkit (DEFT). Aston Publications Explorer (Aston University). 8 indexed citations

18.

Parker, Michael W. & Naomi Winstone. (2016). Students' Perceptions of Interventions for Supporting Their Engagement with Feedback.. Insight (University of Cumbria). 10(1). 53–64. 8 indexed citations

19.

Winstone, Naomi, et al.. (2016). Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist. 52(1). 17–37. 522 indexed citations breakdown →

20.

Scarborough, Peter, Charo Hodgkins, Monique Raats, et al.. (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). Pilot and Feasibility Studies. 1(1). 21–21. 9 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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