Dr. Anastasiya Lipnevich is a 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 Konstanz, Germany, University of Otago, New Zealand, National Institute of Education, Singapore. She co-edited two books – Psychosocial skills and School Systems in the 21st Century (Lipnevich, Preckel, and Roberts, 2016; Springer) and the Cambridge Handbook of Instructional Feedback (Lipnevich and Smith, 2018; Cambridge University Press). Dr. Lipnevich has one more book currently under contract. Her research interests include: instructional feedback, formative assessment, attitudes toward mathematics, alternative ways of cognitive and non-cognitive assessment, and the role of psychosocial characteristics in individuals’ academic and life achievement.
Lipnevich, A. A. & Smith, J. K. (2018). The Cambridge Handbook of Instructional Feedback. Cambridge University Press. [Link]
Lipnevich, A. A., Preckel, F., & Roberts, R. D. (Eds.) Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. Springer.
Refereed articles and book chapters:
Lipnevich, A. A., Guskey, T. R., Murano, D. M., & Smith, J. K. (2020). What do grades mean? Variation in grading criteria in American college and university courses. Assessment in Education: Principles, Policy & Practice, 1-21. [anastasiyalipnevich.com]
Van der Kleij, F. M., & Lipnevich, A. A. (2020). Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 1-29. [anastasiyalipnevich.com]
Lipnevich, A. A., Gjicali, K., Asil, M., & Smith, J. K. (2020). Development of the Receptivity to Instructional Feedback scale and its links to personality. Personality and Individual Differences. [anastasiyalipnevich.com]
Murano, D., Lipnevich, A. A., Walton, K. E., Burrus, J., Way, J. D., & Anguiano-Carrasco, C. (2020). Measuring Social and Emotional Skills: Development of Self-Report Big Five Likert, Situational Judgment Test, and Forced Choice Items for Elementary School Students. Personality and Individual Differences. [anastasiyalipnevich.com]
Murano, D., Sawyer, J., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research. [anastasiyalipnevich.com]
Lipnevich, A. A., Berg, D. Smith, J. K. (2015). The Impact of Feedback, Grades, Scores, and Comments on Students. In G. Brown (Ed.). Human Factors in Assessment. Oxford Press.
Krumm, S., Lievens, F., Hüffmeier, J., Lipnevich, A. A., Bendels, H., & Hertel, G. (2015). How "situational" is judgment in situational judgment tests? Journal of Applied Psychology, 100, 399-416.
Lipnevich, A. A., McCallen, L., Miles Pace, K., & Smith, J. (2014). Mind the gap! Students' use of exemplars and detailed rubrics as formative assessment in writing. Instructional Science, 42 (4), 539-559.
Goetz, T., Frenzel, A., C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38 (3), 401-419.
Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). What students think they feel is different from what they really feel: Academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PLOS ONE, 9 (3), e92563.
Kyllonen, P.C., Lipnevich, A. A., Burrus, J., & Roberts, R. D. (2014). Personality, motivation, and college readiness: A prospectus for assessment and development. Princeton, NJ: Educational Testing Service, RR-14-06.
Lipnevich, A. A., MacCann, C., Roberts, R.D. (2013). Assessing noncognitive constructs in education: A review of traditional and innovative approaches. In D. Sklofske & V. Schwean (Eds.) Oxford Handbook of Psychological Assessment of Children and Adolescents. Cambridge, MA: Oxford University Press.
Lipnevich, A. A., McCallen, L., & Smith, J. K. (2013). School leaders’ perspectives on the effectiveness of feedback messages. Assessment Matters, 5, 74-94.
Lipnevich, A. A., Roberts, R. D. (2012). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22, 173-177.
Lipnevich, A. A., MacCann, C., Krumm, S., & Roberts, R. D. (2011). Math attitudes in Belarusian and US middle school students. Journal of Educational Psychology, 103, 105-118.
Lipnevich, A. A. & Smith, J. K. (2009). The effects of feedback on student examination performance. Journal of Experimental Psychology: Applied, 15, 319-333.