Abstract

How learners understand, respond to, and value educational feedback has been researched with self-report inventories, in which respondents provide insights into how they understand and claim to use feedback. The validity of learner self-reports depends on the credibility of the measures for both reliability and validity. A systematic search of Scopus for studies post-1999 found 42 studies using multiple indicators, multiple causes (MIMIC) psychometric methods to measure participants’ perceptions of feedback, giving evidence of internal structure and finding relationships with one or more of self-regulation, self-efficacy, or achievement emotions. A detailed analysis was conducted for ten inventories that had high-quality psychometric properties. Agreeing that feedback was useful and/or was used was positively associated with greater academic outcomes. However, only one inventory provided evidence related to independently measured behaviors. Important directions for further research are identified, including the use of strong psychometric methods, independent validation measures, replication samples, and behavioral measures.

摘要

学习者如何理解、回应和重视教育反馈已经通过自我报告清单进行了研究，其中受访者提供了他们如何理解和声称使用反馈的见解。学习者自我报告的有效性取决于信度和效度测量的可信度。对 Scopus 1999 年后研究的系统检索发现，有 42 项研究使用多指标、多原因 (MIMIC) 心理测量方法来测量参与者对反馈的看法，提供内部结构的证据，并发现与自我调节、自我调节等一项或多项的关系。 -功效或成就情绪。对十个具有高质量心理测量特性的清单进行了详细分析。同意反馈有用和/或被使用与更好的学术成果呈正相关。然而，只有一份清单提供了与独立测量的行为相关的证据。确定了进一步研究的重要方向，包括使用强大的心理测量方法、独立验证措施、复制样本和行为测量。