The development and validation of the Feedback in Learning Scale (FLS): a replication study

ABSTRACT

Replication studies are uncommon in education, and replications of validation studies are rarer. This study aimed to replicate, reproduce, and expand the study by Jellicoe and Forsythe published in 2019 that validated the Feedback in Learning Scale. We followed the original procedures, conducting a full validation process. We found only an 87% agreement between our model parameters and those of the original study. The differences were derived from the number of factors retained and the fit indices of alternative models. Fuller details of the methods used in the original study would have helped us to better ensure replicability. We also suggest that feedback in higher education (the context for our study) might be more effective if it were less personal and more task-related than workplace feedback (the context from which the Feedback in Learning Scale was derived).

KEYWORDS:

• Feedback integration
• higher education
• self-regulated learning
• learning gain
• scale development
• psychometric evaluation

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Dennis Foung

Dennis Foung, EdD, is a lecturer in the School of Journalism, Writing and Media, The University of British Columbia, Vancouver, Canada.

Lucas Kohnke

Lucas Kohnke is a senior lecturer in the Department of English Language Education, The Education University of Hong Kong, Hong Kong.