Thomas R. Guskey, Ph.D., is Professor of Educational Psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is the author/editor of 18 books and over 200 articles published in prominent research journals as well as Educational Leadership, Kappan, and School Administrator. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America's Future, on the Task Force to develop the National Standards for Staff Development, and was recently named a Fellow in the American Educational Research Association, which also honored him in 2006 for his outstanding contribution relating research to practice. His most recent books include Developing Standards-Based Report Cards (2010), Practical Solutions for Serious Problems in Standards-Based Grading (Ed.) (2009), The Principal as Assessment Leader (Ed.) (2009), The Teacher as Assessment Leader (Ed.) (2009), and Benjamin S. Bloom: Portraits of an Educator (Ed.) (2006).

Anastasiya Lipnevich is Associate 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 Counseling Psychology from Rutgers University. In April of 2007 she earned her PhD in Educational Psychology (Learning, Cognition, Development concentration), also from Rutgers University. After receiving her PhD, Dr. Lipnevich joined Educational Testing Service in Princeton, NJ as a post-doctorate research scholar.

Jeff Smith joined the University of Otago in 2005 after having spent 29 years at Rutgers University in New Jersey, where he served as Chair of the Educational Psychology Department and Associate Dean of the Graduate School of Education. While at Rutgers, he also served for 18 years as Head of the Office of Research and Evaluation at the Metropolitan Museum of Art in New York City. He is the former Editor of Educational Measurement: Issues and Practice and Co-Editor of Psychology of Aesthetics, Creativity and the Arts. He has published widely in the areas of educational assessment, the psychology of aesthetics, and learning in cultural institutions.

About the Authors
Foreword
Chapter 1: Introduction: What is Instructional Feedback All About?
Chapter 2: Feedback from the Perspective of the Learner
Chapter 3: Characteristics of Effective Feedback Messages
Chapter 4: What is Feedback?
Chapter 5: Feedback to Parents and Caregivers
Chapter 6: Grades as Feedback
Chapter 7: Efficiency and Efficacy in Feedback
Chapter 8: Examples of Instructional Feedback
Chapter 9: Feedback for Teachers: What Feedback Do Teachers Find Most Useful?
Chapter 10: Bringing It All Together
References