Structural validity and invariance of the Feedback Perceptions Questionnaire

Jan-Willem Strijbos*, Ron Pat-El, Susanne Narciss

*Corresponding author voor dit werk

OnderzoeksoutputAcademicpeer review

37 Citaten (Scopus)
326 Downloads (Pure)

Samenvatting

Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect.
Originele taal-2English
Artikelnummer100980
Aantal pagina's12
TijdschriftStudies in Educational Evaluation
Volume68
DOI's
StatusPublished - mrt.-2021

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