Developing and validating a student feedback literacy scale

2021/11/24 by Ying Zhan · 4 citations
Psychology · Social Sciences · #Evaluation of Teaching Practices #Innovative Teaching and Learning Methods #Student Assessment and Feedback

paper · doi:10.1080/02602938.2021.2001430

openalex publication_date 2021/11/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31

Abstract

Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and between-network approaches were used to analyse the validity of the student feedback literacy scale. Both confirmatory factor analysis and multi-group confirmatory factor analysis show that the scale is valid and that its structure is stable across students of different sexes and majors. The between-network analysis generated significant correlations between the six dimensions of student feedback literacy and students’ intrinsic and extrinsic learning motivation. The validated student feedback literacy scale can be used in future studies to explore how student feedback literacy develops over time and its relationships with a variety of influencing factors, such as learning motivation, learning environment, interpersonal relationships and instructional features.

Citations

• Rethinking models of feedback for learning: the challenge of design
• Structural equation modeling in practice: A review and recommended two-step approach.
• Focus on Formative Feedback
• Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
• Developing evaluative judgement: enabling students to make decisions about the quality of work
• The development of student feedback literacy: enabling uptake of feedback
• Feedback loops and the longer-term: towards feedback spirals
• Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach
• What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
• From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes
• A dialogic technology-mediated model of feedback uptake and literacy
• Student agency in feedback: beyond the individual
• Developing student feedback literacy through self and peer assessment interventions

Cited by

• Autoeficacia docente para el uso de la inteligencia artificial generativa: un estudio en el profesorado universitario andaluz
• Evaluative feedback isn’t enough: harnessing the power of consequential feedback in higher education
• Generative artificial intelligence as an enabler of student feedback engagement: a framework
• Can students’ feedback literacy be improved? A scoping review of interventions

Related

• Students’ feedback literacy in higher education: an initial scale validation study
• Measuring what learners do in feedback: the feedback literacy behaviour scale
• Can students’ feedback literacy be improved? A scoping review of interventions
• The development of student feedback literacy: enabling uptake of feedback
• The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version