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Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
Open accessAbstract
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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“This supports contemporary feedback scholarship, which views feedback as an active process of learner sense-making and action rather than the passive transmission of information [2, 4, 20, 27, 67].”
From Making AI-Generated Feedback Matter: A Large-Scale Study of Feedback Workflows and Student Enactment (2026) · cites this paper as [4]
In the citing paper
“The feedback component, in particular, requires careful consideration in its design and delivery, as its effectiveness depends not only on the content and timing but also on students' receptivity and ability to implement suggested improvements [8][9][10].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [10]
In the citing paper
“In contrast, the phase of receiving feedback appears to be more complex (e.g., Lipnevich & Smith, 2022;Winstone et al., 2017)”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Winstone et al., 2017
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BackgroundWas meinst du eigentlich, wenn du von ‹Feedback› sprichst?
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InfluentialÅterkoppling i lågstadieklassrum
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InfluentialLeveraging the power and potential of feedback: Conceptual contributions and areas for expansion
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InfluentialRepairing Errors With Elaborative Feedback in Computerised Learning Environments
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“For the sake of learning, it is critically important for teachers to position feedback and self-correction as regular staples of working and learning in the classroom (Hattie & Timperley, 2007; Winstone et al., 2017).”
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“Winstone et al. [55] highlight this active role with the term proactive recipience , accentuating the learner’s responsibility for making feedback processes effective.”
El rol de los recursos laborales en el desarrollo del engagement
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Feeling supported: Enabling students in diverse cohorts through personalised, data-informed feedback
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“The assessment landscape has witnessed the integration of innovative approaches and technology to effectively assess practical skills (Winstone et al., 2017).”
BackgroundEijkelboom, C., de Kleijn, R. A. M., Frenkel, J., & van der Schaaf, M. F. (2024) · Perspectives on Medical Education · doi:10.5334/pme.1261 · Cited by 2
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“Winstone, Nash, Parker and Rowntree (2017) mention the need for research on the learners’ engagement with the feedback they receive, which is currently underrepresented in the literature (Winstone et al., 2017, p. 17).”
BackgroundFormative assessment of language learning strategies
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Formative assessment of language learning strategies
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Drawing on Readerly Intuition in Sentence Level Feedback
Kaler, M. J., Vroom, J., & Richter, C. (2022) · Discourse and Writing/Rédactologie · doi:10.31468/dwr.913 · Cited by 1
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BackgroundPeer overmarking and insufficient diagnosticity: the impact of the rating method for peer assessment
Meenen, F. V., Coertjens, L., Nes, M. V., & Verschuren, F. (2022) · Advances in Health Sciences Education · doi:10.1007/s10459-022-10130-w · Cited by 1
Sharing practice on framing feedback around student development
Paterson, H., & McAleer, P. (2022) · Open Scholarship of Teaching and Learning · doi:10.56230/osotl.42 · Cited by 1
“Ultimately, it falls on us as lecturers, and as teachers, to recognise the benefit of helping students focus on the most important aspects, at different points in their learning, that will help sculpt their future work (Winstone et al., 2017b).”
BackgroundMethodInfluentialInvestigación sobre retroalimentación en español: una revisión sistemática de la literatura
Araya, D. H., Villarroel, V., & Muñoz, D. R. (2023) · Revista Meta Avaliação · doi:10.22347/2175-2753v15i46.3879 · Cited by 1
STUDENTS' INVOLVEMENT IN GIVING FEEDBACK TO THEIR TEACHERS
Курбанбаев, Д., & Dosnazarova, G. M. (2023) · International Journal of Pedagogics · doi:10.37547/ijp/volume03issue06-11 · Cited by 1
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“Additionally, the ability to meet with students one on one to discuss their work is critical (Winstone et al., 2017).”
BackgroundFeedback aus der Sicht von Schülerinnen und Schülern im Deutschunterricht der gymnasialen Oberstufe
Dreiling, K. (2023) · Erziehungswissenschaftliche Studien · doi:10.17875/gup2023-2481 · Cited by 1
A Review Study on Feedback Models for Information Retrieval
Ali, W., & Khan, M. W. (2023) · International Conference on Contemporary Computing and Informatics (IC3I) · doi:10.1109/ic3i59117.2023.10398046 · Cited by 1
“Furthermore, the provision of feedback, whether peer or self-reflection [2] and major factors affect students' usage of feedback [8].”
BackgroundPostmes, L., de Kleijn, R. A. M., Bouwmeester, R. A. M., & van der Schaaf, M. F. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2368049 · Cited by 1
“Transferring responsibility to the higher education institute contradicts the idea of student proactivity and responsibility (Winstone et al. 2017).”
InfluentialAraya, D. H., & Villarroel, V. (2024) · Perspectiva educacional · doi:10.4151/07189729-vol.63-iss.2-art.1428 · Cited by 3
Peer feedback in higher education: How students’ roles affect providing and receiving feedback
Stančić, M., Milin, V., & Gašić, A. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101408 · Cited by 1
Akrawi, N. K., van der Sijs, H., & van Rosse, F. (2025) · British Journal of Clinical Pharmacology · doi:10.1002/bcp.70134 · Cited by 1
“5,6 9 Furthermore, a recent scoping review on assessment in education highlights the need for a more holistic approach to assessment, emphasizing metacognitive skills, self-regulation and reflection as essential components of meaningful learning.”
Cano, E., & Fernández-Ferrer, M. (2025) · Education Sciences · doi:10.3390/educsci15091151 · Cited by 2
From instruction to conversation: Feedback literacy in postgraduate medical education
So, H., & Chan, A. K. M. (2025) · Hong Kong Journal of Emergency Medicine · doi:10.1002/hkj2.70046 · Cited by 1
How children blend feedback in a mixed-reality environment for collective embodied learning
Lee, S. J., Tu, X., Adebola, S., Keifert, D. T., Enyedy, N., & Danish, J. A. (2025) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-025-09453-8 · Cited by 1
“…with reviews of feedback research that call for better understanding of how students’ prior experiences influence their sense-making with feedback (Winstone et al., 2017), and contributes to the idea that embodied modeling opportunities support children in connecting their everyday experiences…”
Teachers’ continuing professional development: using student evaluations to start a dialogue
van der Baan, N. A., Hennemann, T. P. J. N. B., Stalmeijer, R. E., Dolmans, D. H. J. M., & Sehlbach, C. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2584136 · Cited by 1
“By actively engaging with feedback, teachers develop skills to self-regulate their professional development (Winstone et al. 2017).”
Woodzicka, J. A., Greer, L., Murdock, K. K., Johnson, D. R., Locy, T., & Goldsmith, A. H. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1670426 · Cited by 1
Understanding Assessment for Learning
Wu, X. M., & Zhang, L. J. (2025) · English language education · doi:10.1007/978-981-95-3529-3_2 · Cited by 1
Integrating AI-assisted prompts into oral feedback to enhance student agency in the EFL context
la de (2025) · Research in Pedagogy · doi:10.5937/istrped2502231v · Cited by 1
The lure of automated feedback
Hazi, H. M. (2026) · Theory Into Practice · doi:10.1080/00405841.2025.2607939 · Cited by 1
“(Hazi, 2024, p. 94; Winstone et al., 2017) Therefore, an AI constructed knowledge base could be oversimplified, filled with ideological biases.”
Liu, Y., Wu, M., Guo, J., & Huang, X. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1725689 · Cited by 1
“Guidance services provide precisely these affordances by setting explicit performance criteria, organizing exposure to exemplars, arranging teacher and peer conferencing, and normalizing feedback-seeking and resubmission (Winstone et al., 2017).”
Metadata
- Authors
- Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J.
- Affiliations
- University of Surrey (GB)
- Aston University (GB)
- Corresponding author
- Winstone, Naomi E.
- 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
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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