The Development and Validation of the Feedback in Learning Scale (FLS)

Abstract

Research attention has shifted from feedback delivery mechanisms to supporting learners to receive feedback well (Winstone et al., 2017a). Recognizing feedback and the action necessary to take the next steps are vital to self-regulated performance (Zimmerman, 2000;Panadero, 2017). Evaluative judgments supporting such mechanisms are vital forces that promote academic endeavor and lifelong learning (Ajjawi et al., 2018). Measuring such mechanisms is well-developed in occupational settings (Boudrias et al., 2014). Understanding how these relate to self-regulated learning gains in Higher Education (HE) is less well-understood (Forsythe and Jellicoe, 2018). Here we refined a measure of feedback integration from the occupational research domain (Boudrias et al., 2014) and investigate its application to HE. Two groups of psychology undergraduates endorsed perspectives associated with feedback. The measure examines characteristics associated with feedback including message valence, source credibility, interventions that provide challenge, feedback acceptance, awareness, motivational intentions, and the desire to make behavioral changes and undertake development activities following feedback. Of these suggested characteristics, exploratory factor analysis revealed that undergraduate learners endorsed credible source challenge, acceptance of feedback, awareness from feedback, motivational intentions and the desire to take behavioral changes and participate in development activities formed a single factor. The structure of the instrument and hypothesized paths between derived factors was confirmed using latent variable structural equation modeling. Both models achieved mostly good, and at least acceptable fit, endorsing the robustness of the measure in HE learners. These finding increase understanding of HE learner's relationship with feedback. Here, acceptance of feedback predicts the extent to which learners found the source of feedback credible. Credible source challenge in turn predicts awareness resulting from feedback. Subsequently, awareness predicts motivations to act. These promising results, whilst cross-sectional, also have implications for programmes. Further research employing this instrument is necessary to understand changes in learner attitudes in developing beneficial self-regulated skills that support both programmes of study and graduates in their careers.

Influence of Teaching and the Teacher’s Feedback Perceived on the Didactic Performance of Peruvian Postgraduate Students Attending Virtual Classes During the COVID-19 Pandemic

“…On the other hand, several studies relying on student selfreports for in-person or virtual sessions have been conducted recently on the predictability correlation or implications between the feedback received and the academic performance of students, as well as related factors, for example, the content of the acquired knowledge, the explicitness of learning objectives, the student's satisfaction, the illustration of skills, the psychological traits and expectations from students, and feedback implementation processes (Forsythe and Jellicoe, 2018;Jellicoe and Forsythe, 2019;Krijgsman et al, 2019;Winstone et al, 2019;Wisniewski et al, 2020;Gopal et al, 2021;Krijgsman et al, 2021;Wang et al, 2021).…”

“…The perception of feedback processes, acceptance, engagement, and participation in feedback processes, motivation, and awareness to engage in feedback to improve learning have been studied as well (Jellicoe and Forsythe, 2019;Winstone et al, 2019). Following the prior validation of measurement constructs of five characteristics associated with feedback, Jellicoe and Forsythe (2019) confirmed the structural and progressive effect between the students' acceptance of feedback, awareness of feedback, motivated intentions related to feedback, behavioral changes, and the execution of actions in response to feedback using structural equation modeling on two groups of psychology students.…”

“…Educational research has focused on studying the teaching and feedback processes seen from different standpoints, with a major emphasis on the in-person modality. Numerous methods have been described in the past to assess teaching from the students' outlook (Borges et al, 2016;Gitomer, 2018;Joyce et al, 2018;Aidoo and Shengquan, 2021), as well as to evaluate the feedback provided by teachers in terms of their own students' performance (Jellicoe and Forsythe, 2019;Krijgsman et al, 2019;Winstone et al, 2019;Wisniewski et al, 2020;Krijgsman et al, 2021). The correlation between the teacher's and the students' performances during didactic interactions has also been an object of study (Peralta and Roselli, 2015;Velarde and Bazán, 2019;Kozuh and Maksimovic, 2020).…”

Criteria for Teaching Performance in Psychology: Invariance According to Age, Sex, and Academic Stage of Peruvian Students

“…What elements can explain such associations? In the first case, findings from other research efforts have considered examinations, formative evaluation and feedback of students' performance as important elements within the learning assessment process (Marsh, 1984;Bell et al, 2019;Jellicoe and Forsythe, 2019;Krijgsman et al, 2019). This means that, although these two dimensions (Feedback and Evaluation) may be understood as categories that describe independent areas of didactic performance, both are related because they describe evaluation processes: the first one, referring to formative processes or in-progress attainment of achievement criteria and learning objectives; and the second one, as final evaluation of fulfillment of objectives and achievement criteria established for a determined term or period.…”

“…It also refers to the assignment of tasks and the provision and use of educational materials that contribute to the learning process (Marsh, 1984;Entwistle, 2007;Grammatikopoulos et al, 2015). e) The fifth dimension is the learning assessment process, and has to do with examinations, formative assessment, feedback from students, and reflections on the teaching practice (Marsh, 1984;Entwistle, 2007;Grammatikopoulos et al, 2015;García-Gómez et al, 2017;Nasser-Abu, 2017;Bell et al, 2019;Jellicoe and Forsythe, 2019;Krijgsman et al, 2019). f) To a lesser extent, teacher support to students during the learning process, motivation, and sharing learning and self-regulation strategies with them have been regarded as dimensions of higher education teaching (Entwistle, 2007;Bell et al, 2019).…”