Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2–r3·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The review distinguished 14 intervention component categories plus an 'other' category, but could not meta-analyze component effects because most evidence was descriptive or anecdotal. → Winstone 2017
q2 i? Peer-assessment interventions showed self-report benefits including improved reflection and appreciation of grading criteria, but peers do not always identify flaws and their grades often misalign with expert graders. → Winstone 2017 (2)
Evidence¶
Winstone 2017¶
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37. doi:10.1080/00461520.2016.1207538
q2 · i? · review · r3
Narrative summary across the 105 intervention papers in the systematic review. Because of heterogeneous reporting standards, the authors state it "was not plausible to conduct a quantitative meta-analysis or qualitative meta-synthesis to compare the effects of different intervention components."
"a large proportion of the evidence on different interventions came only from descriptive analysis, and anecdotal reports from learners and from the researchers themselves"
Winstone 2017 (2)¶
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37. doi:10.1080/00461520.2016.1207538
q2 · i? · review · r2
The review reports, citing Hovardas et al. (2014), limitations of peer-assessment interventions, alongside self-report evidence that undergraduates and graduates reported improved reflection, perspective-taking, and appreciation of grading criteria, and that Cartney's (2010) undergraduates remained more proactive months later.
"peers do not always identify flaws in each other's work and can be less likely than experts to suggest amendments (Hovardas, Tsivitanidou, & Zacharia, 2014)"
Discussion¶
Related Claims¶
- Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
- Research on learners' proactive recipience of feedback is concentrated in Higher Education and relies mainly on self-report surveys rather than behavioral measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feedback-interventions-fourteen-components |
title |
Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison |
description |
Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — winstone-2017, winstone-2017-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.