Students’ feedback literacy in higher education: an initial scale validation study

Svenja Woitt, Joshua Weidlich*, Ioana Jivet, Derya Orhan Göksün, Hendrik Drachsler, Marco Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.

Original languageEnglish
Number of pages20
JournalTeaching in Higher Education
Publication statusE-pub ahead of print - 17 Oct 2023


  • exploratory factor analysis
  • Feedback literacy
  • higher education
  • Rasch analysis
  • scale development


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