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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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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