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.

摘要

反馈可能很有效，但其效果取决于学生的行为。近年来，在“反馈素养”的旗帜下进行了深入的研究，以了解如何帮助学生充分利用反馈。尽管有一些工具可以衡量反馈素养，但它们主要衡量的是感知和方向，而不是学习者实际做了什么。本文记录了反馈素养行为量表（FLBS）的开发和验证，该量表是一种旨在衡量学生反馈行为的自我报告工具。反馈素养框架由五个因素构建：寻求反馈信息（SF）、理解信息（MS）、使用反馈信息（UF）、提供反馈信息（PF）和管理情感（MA）。反馈专家在迭代过程中对最初的 45 个问题进行了审核，最终产生了 39 个问题，并由来自四个国家的 350 名学生参与者进行了试用。我们对 24 个问题的最终调查总体上得到了验证性因素和 Rasch 分析的支持，并且具有可接受的重测可靠性。FLBS 为教育工作者和研究人员提供了一种更强大的方法来捕获反馈素养的行为指标以及改善反馈素养的干预措施的影响。