Research on learners' proactive recipience of feedback is concentrated in Higher Education and relies mainly on self-report surveys rather than behavioral measures¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of 159 empirical papers on proactive recipience, 55% used surveys, only 19% assessed learners' actual behavior, and 55% sampled only undergraduates, so the evidence base is skewed toward Higher Education and self-report. → Winstone 2017

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

q3 · i? · review · r3

Descriptive analysis of the 195 reviewed outputs in the systematic review. Among the 159 empirical papers, 55% used surveys, 23% focus groups, and only eight papers (5%) used quasi-experimental and seven (4%) true experimental methods; the authors judge that "just 19% of the empirical papers" assessed actual behavior.

"a preponderance of studies focused on learners' views about their use of feedback, gathered via surveys and qualitative interviews, and far fewer studies assessed learners' actual behavior (by our judgment, just 19% of the empirical papers)"

Discussion¶

Related Claims¶

• Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison — related
• Receiver characteristics such as academic self-concept, self-efficacy, and achievement are proposed to moderate learners' engagement with feedback, but the achievement relation is conflicting — related