In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories

Figures & data

Figure 1. PRISMA Search and selection process.

Table 1. High quality student feedback attitude inventories.

ID	Title	Source
28	Student Conceptions of Feedback	Brown et al., 2016
49	Feedback Delivery & Student Use of Feedback	Kyaruzi et al., 2019
91	Feedback Perceived Usefulness & Frequency	Zhu & Mok, 2018
97	Assessment Experience Questionnaire	Adams et al., 2020
98	Students Perceptions on Teachers’ Levels of Feedback Questionnaire	Rui & Muthukrishnan, 2019
111	Feedback Orientation Scale	Linderbaum, & Levy, 2010
114	Instructional Feedback Orientation Scale	King et al., 2009
124	Information Avoidance Scale	Howell & Shepperd, 2016
128	Feedback in Learning Scale	Jellicoe & Forsythe, 2019
129	German Feedback Socialization Inventory	König, & Puca, 2019

ID numbers >100 not found by Scopus search.

Table 2. Psychometric properties of high-quality student feedback perception inventories.

					Construct development
	Samples						Unspecified method					Response				Validation Evidence
Creation/Replication	Cultural context	Age	Multiple	Subject	Prior	EJ	S	T	ST	CI	PT	Length	Agreement	Alternative Models	Test-retest	Self-report	Behavioral	Academic
#28. R. of SCoF	NZ	Ug		Gen	Y							6	Y	Y		Y		Y
#49. R. of IFOS, AEQ, FES	Tanzania	Sec		Maths	Y							4	Y			Y		Y
#91. C. of FPU & FPF scales	HK	Pri		Maths			Y					4				Y		Y
#97. R. of AEQ v3.3	England	Ug		NS	Y							5	Y			Y		Y
#98. C. of SPTLFQ	China	Sec		EFL							T*	5	Y			Y		Y
#111. C. of FOS	U.S	Ug		NS		Y					Y	5	Y	Y	Y	Y
#114. C. of IFOS	U.S	Ug	Y	Comm			Y	Y			Y	5	Y			Y
#124. C. of IAS	U.S	Sec, Ug	Y	Health			Y				Y	7	Y		Y	Y	Ya
#128. C. of FLS	U.K.	Ug	Y	NS	Y							6	Y			Y
#129. C. of FSI	Germany	Ug	Y	NS						Y	Y	6	Y	Y		Y		Y

C.: Creation; R.: Replication and Adaptation; NZ: New Zealand; HK: Hong Kong; U.S.: United States; Pri: primary school; Sec: secondary school; Ug: undergraduate; Gen: General Education; Comm: Communication; EFL: English as a Foreign Language; NS: Not Specified; Y: yes; Prior: Used previously developed scale; EJ: expert judgment; S: Students; T: Teachers; ST: student think-aloud; CI: cognitive interview; PT: pre-testing; *: unspecified method

^aHypothetical behavior.

*Brown, G. T. L., Peterson, E. R., & Yao, E. S. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. The British Journal of Educational Psychology, 86(4), 606–629. https://doi.org/10.1111/bjep.12126

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*Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy and Practice, 26(3), 278–302. https://doi.org/10.1080/0969594X.2019.1593103

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*Zhu, J., & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback. Educational Psychology, 38(9), 1106–1128. https://doi.org/10.1080/01443410.2018.1497775

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*Adams, A.-M., Wilson, H., Money, J., Palmer-Conn, S., & Fearn, J. (2020). Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment & Evaluation in Higher Education, 45(2), 317–329. https://doi.org/10.1080/02602938.2019.1640184

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*Rui, Y., & Muthukrishnan, P. (2019). Growth mindset and students’ perception of their English Language teachers’ feedback as predictors of language proficiency of the EFL learners. Asian EFL Journal, 23(3), 32–60. https://www.asian-efl-journal.com/main-editions-new/2019-main-journal/volume-23-issue-3-2-2019/index.htm

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*Linderbaum, B. A., & Levy, P. E. (2010). The development and validation of the feedback orientation scale (FOS). Journal of Management, 36(6), 1372–1405. https://doi.org/10.1177/0149206310373145

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*King, P. E., Schrodt, P., & Weisel, J. J. (2009). The instructional feedback orientation scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education, 58(2), 235–261. https://doi.org/10.1080/03634520802515705

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*Howell, J. L., & Shepperd, J. A. (2016). Establishing an information avoidance scale. Psychological Assessment, 28(12), 1695–1708. https://doi.org/10.1037/pas0000315

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*Jellicoe, M., & Forsythe, A. (2019). The development and validation of the feedback in learning scale (FLS). Frontiers in Education, 4, 84. https://doi.org/10.3389/feduc.2019.00084

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*König, N., & Puca, R. M. (2019). The German feedback socialization inventory. European Journal of Psychological Assessment, 35(4), 544–554. https://doi.org/10.1027/1015-5759/a000409

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