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

By N. Winstone, Robert A. Nash, Michael J Parker, James Rowntree. 2017

746 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/37fb0aa089ba33383874606d62f5eea4280b0af0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

The development of student feedback literacy: enabling uptake of feedback (2018, background): “Students seem to recognise that feedback can facilitate progress but underplay their own responsibility to actualise this improvement (Winstone et al. 2017a).”
Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “But on the other hand, students have to receive the feedback given from their peers, reflect on it and use it to improve their future work, which takes a lot of student efficacy, empathy and trust (Winstone et al. 2017).”
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships (2020, background): “This quotation summarises students’ difficulties in summoning the volition to act on feedback over the longer term, reinforcing previous literature (Price et al., 2011; Winstone et al., 2017).”
Developing a learning-centred framework for feedback literacy (2019, background): “Feedback Mark 2, along with Winstone et al. (2017) in their review of active learner feedback recipience.”
A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “Also, mediated feedback was mostly delivered using some sort of technology which has been found to have mixed responses from students (Winstone et al. 2017).”
The effectiveness of formative assessment: student views and staff reflections (2020, background): “It is important to consider the students’ views of feedback and to ensure feedback messages are clear in order to enhance feedback literacy and feedback recipience (Winstone et al. 2017).”
Examining the nature and effects of feedback dialogue (2018, background): “…writing comments about assignments submitted at the end of a sequence of study, but students may have difficulty understanding and acting upon this information, therefore limiting its contribution to their future development (Higgins, Hartley, and Skelton 2002; Sadler 2010; Winstone et al. 2017).”