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

Abstract

This study reports on the quantitative findings of an exploratory sequen- tial 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, communi- cativeness, 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 under- standing students’ dispositions toward receiving and providing peer-feedback.

Publication
Assessment & Evaluation in Higher Education

Kasch, J., Van Rosmalen, P., Henderikx, M., & Kalz, M. (2022). The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions. Assessment & Evaluation in Higher Education, 47(1) 15-28. https://doi.org/10.1080/02602938.2021.1893650

Marco Kalz
Marco Kalz
Professor of Digital Education and Open Education

My research interests is on open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction.

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