Measuring what learners do in feedback: the feedback literacy behaviour scale

Dawson, P; Yan, Z; Lipnevich, A; Tai, J; Boud, D; Mahoney, P

Measuring what learners do in feedback: the feedback literacy behaviour scale

Dawson, P Yan, Z Lipnevich, A Tai, J Boud, D

Mahoney, P

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Publisher:: Taylor and Francis Group
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2024, 49, (3), pp. 348-362
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Dawson, P
dc.contributor.author	Yan, Z
dc.contributor.author	Lipnevich, A
dc.contributor.author	Tai, J
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Mahoney, P
dc.date.accessioned	2024-05-25T05:49:39Z
dc.date.available	2024-05-25T05:49:39Z
dc.date.issued	2024-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2024, 49, (3), pp. 348-362
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/179194
dc.description.abstract	Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of ‘feedback literacy’ to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students’ feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.
dc.language	English
dc.publisher	Taylor and Francis Group
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2023.2240983
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	Measuring what learners do in feedback: the feedback literacy behaviour scale
dc.type	Journal Article
utslib.citation.volume	49
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2024-05-25T05:49:38Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	49
utslib.citation.issue	3

Abstract:

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of ‘feedback literacy’ to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students’ feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

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http://hdl.handle.net/10453/179194