Cited by 885Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

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

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Winstone, Naomi E., Nash, Robert A., Parker, Michael, Rowntree, James·2017·Educational Psychologist

DOI 10.1080/00461520.2016.1207538

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Abstract

Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions.

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Erdel, D. (2023) · International Journal of Education and Literacy Studies · doi:10.7575/aiac.ijels.v.11n.3p.112 · Cited by 4
Authentic Assessment Through Professional Conversations: An AI friendly assessment method?
Cole, D. (2023) · Journal of Perspectives in Applied Academic Practice · doi:10.56433/jpaap.v11i3.586 · Cited by 4
How Does Feedback Formulation Pattern Differ Between More-Improvement and No-Improvement Student Groups? An Exploratory Study
Chen, W., Lyu, Q., Su, J., Chai, A. S. C., Zhang, W., Su, G., & Li, X. (2023) · Proceedings. · doi:10.22318/icls2023.747522 · Cited by 4
Autonomy and Motivation in Higher Education
Felix, J. J. (2019) · Advances in early childhood and K-12 education · doi:10.4018/978-1-5225-9775-9.ch009 · Cited by 4
Formative Assessment to Improve Student Learning in Biochemistry
Offerdahl, E. G., & Arneson, J. B. (2019) · ACS symposium series · doi:10.1021/bk-2019-1337.ch009 · Cited by 6
When is a word not just a word? An investigation into the dissonance and synergy between intention and understanding of the language of feedback in legal education
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Advancing Feedback Research in Educational Psychology: Insights into Feedback Processes and Determinants of EffectivenessPreprint
Daumiller, M. H., & Meyer, J. (2025) · doi:10.31234/osf.io/zfxe6_v3 · Cited by 4
“With the stronger shift to the learners’ perspective in feedback research (Winstone et al., 2017; Winstone & Nash, 2023), a number of models predominantly focus on the receiver’s role in feedback processing (e.g., Lipnevich & Smith, 2022).”
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Exploring Feedback Design Perceptions and Relationships with Scores in the Online Component of an EAP-Blended Course
Moni, A., Argüelles, M. J. M., & Serradell-López, E. (2024) · Applied Sciences · doi:10.3390/app142411554 · Cited by 3
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“…invited to respond (less than half), which highlights difficulties in asking students to engage with extra-curriculum requests where the onus is on them to give up ‘free’ time, even if that would ultimately be of benefit to themselves (see Nair, Adams, and Mertova 2008; Winstone et al. 2017).”
What’s so new about the ‘new paradigm’ of feedback?
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“…on influential recent research to identify a few key features of this contemporary perspective (Carless and Boud 2018; Winstone and Carless 2019; Winstone et al. 2017): the emotional impact of feedback, the need for students to make sense of feedback, students’ application of feedback, the need…”
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Designing traceable, prompt-scaffolded generative AI feedback to support EFL grammar accuracy and writing complexity: evidence from male Saudi undergraduates
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“…as dialogic and developmental: it becomes effective when learners interpret and use it to revise, rather than merely receiving correct forms (Boud & Molloy, 2013; Carless & Boud, 2018; Hattie & Timperley, 2007; Nicol, 2010; Nicol & Macfarlane-Dick, 2006; Shute, 2008; Winstone et al., 2017).”
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“There is a recognition here that students need to both actively engage with the feedback provided and take shared responsibility for it to be effective (Winstone et al. 2017).”
Examining the impact of self-selected feedback mode on university learners’ experiences and perceptions of feedback value
Deehan, J., Parker, P., & MacDonald, A. (2023) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2292059 · Cited by 3
“…2013; Carless & Boud, 2018; Henderson et al., 2016; Nicol, 2010; West & Turner, 2016); and, agency, or the degree to which learners are able to make purposeful decisions in the feedback process (Boud & Molloy, 2013; Nicol & Macfarlane ‐ Dick, 2006; Nieminen et al., 2022; Winstone et al., 2017).”
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“Acknowledgement of this feed-back by both students and supervisors is important to support feedback literacy and development of self-directed learning (Carless and Boud 2018; Carless and Winstone 2023; Silén and Uhlin 2008; Winstone et al. 2017).”
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“Research across various educational levels—primary [9], secondary [10], and higher education [11, 12]—indicates that the manner in which teachers provide feedback has a minimal effect on how students interpret it.”
How to support at-risk writers: Differential effects of formative feedback on argumentative writing and motivation
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(De)motivating Zero‐Performing Students With Negative Feedback: Does the Salience of Performance Information Matter?
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Unpacking Student Responses to Discrepant Peer and Teacher Feedback: A Cross-National Comparison
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Authors: Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J.
Affiliations: University of Surrey (GB)
Aston University (GB)
Corresponding author: Winstone, Naomi E.
ORCID: Winstone, Naomi E.
Nash, Robert A.
Parker, Michael
Venue: Educational Psychologist
Publisher: Informa UK Limited
Published: 2016-09-08
Volume: 52
Issue: 1
Pages: 17-37
ISSN: 0046-1520 (ISSN-L)
1532-6985
DOI: 10.1080/00461520.2016.1207538
OpenAlex: W2417988078
Cited by: 884
References: 125
Citations by year: 2026: 186 · 2025: 118 · 2024: 106 · 2023: 124 · 2022: 96 · 2021: 81 · 2020: 65 · 2019: 61 · 2018: 32 · 2017: 13 · 2016: 2
FWCI: 14.10
Type: journal article
Language: en
Open access: hybrid
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
Locations: Educational Psychologist (publishedVersion, cc-by)
Surrey Research Insight Open Access (The University of Surrey) (submittedVersion)
Aston Publications Explorer (Aston University) (submittedVersion)
Own your potential (DEAKIN) (submittedVersion)
Figshare (submittedVersion, cc-by)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: feedback, student engagement, feedback use, feedback interventions, student responsibility, feedback dialogue, metacognition

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

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