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With growing student numbers in an increasingly marketised higher education system, getting feedback right is a challenge faced by Universities across the sector. For too long the dominant model of feedback in higher education has been one of transmission, which Naomi argues fails to recognise the crucial role of students in making feedback processes effective. Naomi will draw upon her recent programme of research to put forward a case for learning-focused feedback processes where the role of students takes centre stage, and outline some practical approaches to developing effective feedback processes.

Naomi completed a BSc (Hons) in Psychology at the University of Surrey in 2005, which included a professional training year in educational psychology with Dorset County Educational Psychology Service. She then completed an MSc in Psychology of Early Development at the University of Reading in 2006, before returning to Surrey to undertake a PhD. Naomi has been working at the University of Surrey since September 2009. Naomi is a Senior Fellow of the Higher Education Academy and was awarded National Teaching Fellowship in 2016.

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