Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers have utilized a plethora of feedback designs in their intervention studies. This diversity in feedback conceptualizations and pedagogical designs often results in considerable variability of effect sizes in reviews and meta-analyses and thus reduces their explanatory power. To explore the breadth of possible design variants and contribute to a greater conceptual clarity in empirical studies, we conducted a scoping review of feedback interventions in higher education (n = 135). The scoping process revealed a rich variety of feedback practices and underscored the need to precisely describe feedback designs in primary studies. Moreover, the supplemental qualitative content analysis resulted in a comprehensive category system, consisting of seven main dimensions and 247 subcategories. With its hierarchical structure and guiding questions, this feedback taxonomy can serve as a valuable tool for researchers and educators when exploring and implementing different design options. Despite its comprehensive scope, the taxonomy exhibits gaps, notably with respect to emerging digital feedback practices. It should therefore be considered as a dynamic resource worth of further investigation.