Developing and validating a student feedback literacy scale

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.

Keywords:

• Student feedback literacy
• scale validity
• learning motivation
• Chinese students

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Dr. Ying Zhan is an assistant professor at Assessment Research Centre and the Department of Curriculum and Instruction, The Education University of Hong Kong. She has published more than 20 papers in international academic journals. Her research focuses on assessment for learning, feedback and e-assessment.

Additional information

Funding

This study was supported by Early Career Scheme (No.: 28609721) funded by University Grants Committee in Hong Kong and Start-up Research Grant (No.: R4153) and Research Cluster Fund (No.: RG76/2020-2021R) in the Education University of Hong Kong.