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.

For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require-or would at least benefit froma sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.

Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers' time and resources are stretched. One recent study found that in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates to 'purchase' characteristics to create the ideal lecturer, using budgets of differing sizes to distinguish necessities from luxuries. Contrary to the earlier research, students in fact considered good feedback information the single biggest necessity for lecturers to demonstrate. In a second study we used the same method to examine the characteristics of feedback information that students value most. Here, the most important perceived necessity was guidance on improvement of skills. In both studies, students' priorities were influenced by their individual approaches to learning. These findings permit a more pragmatic approach to building student satisfaction in spite of growing expectations and demands.Keywords: feedback; approaches to learning; student preferences; teacher characteristics 4 Global changes in the marketisation of higher education have shifted the role of students, from scholars to consumers (Woodall, Hiller, and Resnick 2014). In countries like England, this shift stems partly from the increased financial burden of attending university, leading to greater emphasis on 'value for money' (Rolfe 2002). The delivery of higher education has also evolved in recent years. In particular, the increasing modularisation of curricula has led to students more commonly being assessed via multiple pieces of unrelated coursework (Hughes, Smith, and Creese, in press), and receiving feedback inputs from multiple members of staff. Issues surrounding assessment and feedback have therefore risen quickly up the quality enhancement agenda (Nicol, Thomson, and Breslin 2014), driven further by growing appreciation of the importance of feedback for learning (e.g., Black and Wiliam 1998). Nevertheless, increased student demands and expectations with regard to feedback are in competition with increasing pressure on resources and academics' time (Vostal 2015). These constraints lead us to question which feedback characteristics are prioritised by students, as this would provide insight into how they use the feedback inputs they receive (Evans 2013). In this paper, we explore the qualities that students perceive as necessities and luxuries in written feedback inputs, and how their approaches to learning influence these priorities. We also revisit a recent and surprising finding, which indicated that students perceive good feedback itself as a luxury, rather than a necessity (Senko, Belmonte, and Yakhkind 2012).The importance of good-quality feedback information has long been discussed in the education and educational psychology literatures (e.g., Black and Wiliam 1998;Hattie 1...