..: Forschungsdatenbank :..

Publikation Nr. 3843 - Details

Students’ feedback literacy in higher education: an initial scale validation study,

Kalz, M. & Weidlich, J. (2023). Students’ feedback literacy in higher education: an initial scale validation study,, Teaching in Higher Education, 31, 1-20.

Artikel

URL: https://www.tandfonline.com/doi/full/10.1080/13562517.2023.2263838
DOI: https://doi.org/10.1080/13562517.2023.2263838

Abstract
Given the crucial role of feedback in supporting learning in highereducation, understanding the factors influencing feedbackeffectiveness is imperative. Student feedback literacy, that is, theset of attitudes and abilities to make sense of and utilizefeedback is therefore considered a key concept. Rigorousinvestigations of feedback literacy require psychometrically soundmeasurement. To this end, the present paper reports on thedevelopment and initial validation (N= 221) of a self-reportinstrument. Grounded in the conceptual literature and buildingon previous scale validation efforts, an initial overinclusive itempool is generated. Exploratory factor analysis and the Raschmeasurement model yield adequate psychometric properties ofan initial scale measuring two dimensions: feedback attitudes andfeedback practices with a total of 21 items. We further provideevidence for criterion-related validity. Findings are discussed inlight of the emerging feedback literacy literature and avenues forfurther improvement of the scale are reported.ARTICLE HISTORYReceived 3 May 2023Accepted 4 September 2023KEYWORDSFeedback literacy; scaledevelopment; exploratoryfactor analysis; Raschanalysis; higher education1. IntroductionFeedback has famously been identified as‘one of the most powerful influences on learningand achievement’(Hattie and Timperley2007 ,81).Thismakesfeedback–the provision ofinformation about student learning back to students–a central consideration in designingeffective learning experiences. For example, the classic self-regulated learning (SRL) modelby Butler and Winne (1995 ) posits feedback as an inherent determinant of SRL processes,which in turn, are preconditions for student learning. However, under the umbrella termfeedback hides an array of possible feedback designs, which can be more or less elaborate,detailed, or motivating; a variety which may also explain the high degree of heterogeneityin the effects of feedback (Hattie and Timperley2007 ; Wisniewski, Zierer, and Hattie2020 ).© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.CONTACTJoshua Weidlichjoshua_weidlich@yahoo.deTEACHING IN HIGHER EDUCATIONhttps://doi.org/10.1080/13562517.2023.2263838

Attribute

Sprache:
Art der Begutachtung:	Peer Review(Double-blind peer review)
Print:	Ja
Online:	Ja, mit Open Access und CC-Lizenz
Datenmedium:	Nein