The factor structure of the peer-feedback orientation scale (PFOS): Toward a measure for assessing students’ peer-feedback dispositions

J.A. Kasch*, Peter van Rosmalen, M.A. Henderikx, M. Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Web of Science)

Abstract

This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.
Original languageEnglish
Pages (from-to)15-28
Number of pages14
JournalAssessment & Evaluation in Higher Education
Volume47
Issue number1
Early online date11 Mar 2021
DOIs
Publication statusPublished - 17 Jan 2022

Keywords

  • Peer-feedback
  • peer-feedback orientation
  • Peer-Feedback Orientation Scale
  • scalability
  • PERCEPTIONS
  • DESIGN
  • CLASSROOM

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