ERIC Number: EJ1402742
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Assessing Students' Peer Feedback Literacy in Writing: Scale Development and Validation
Assessment & Evaluation in Higher Education, v48 n8 p1103-1118 2023
Peer feedback activities are characterized by peers performing both roles of feedback provider and receiver, and peers are found to benefit from both roles. However, in current feedback literacy studies, the emphasis has been overwhelmingly given to students' understandings, capacities and dispositions in receiving feedback, and existing student feedback literacy scales measure only the receiving side of feedback literacy. Students learn from providing and what they provide fundamentally shapes what others receive. This study conceptualizes peer feedback literacy as students' capacities and attitudes in providing and receiving peer feedback, and developed and validated a peer feedback literacy scale on the basis of responses from 474 Chinese university students. Exploratory and confirmatory factor analyses were conducted, and four factors emerged: feedback-related knowledge and abilities, cooperative learning ability, appreciation of peer feedback, and willingness to participate. The resulting scale showed good psychometric properties and revealed some surprising associations with student major, year and amount of prior experience.
Descriptors: Peer Evaluation, Feedback (Response), Assessment Literacy, Writing Evaluation, Test Construction, Test Validity, Foreign Countries, College Students, Factor Analysis, Psychometrics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A