Structural validity and invariance of the Feedback Perceptions Questionnaire

Studies In Educational Evaluation, vol. 68, pp. 100980

Abstract

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.

Authors 3

1. Jan-Willem Strijbos corresponding Aachen Institute of Education and Child Studies

   Leiden University · University of Groningen

   Affiliation as printed

   Department of Educational Sciences, University of Groningen, Grote Rozenstraat 3, 9712 TG, Groningen, the Netherlands

   Institute of Education and Child Studies, Leiden University, P.O. Box 9555, 2300 RB, Leiden, the Netherlands

2. Ron Pat‐El Aachen Institute of Education and Child Studies

   Leiden University · Open University of the Netherlands

   Affiliation as printed

   Department of Statistics, Open University of the Netherlands, P.O. Box 2960, 6401 DL, Heerlen, the Netherlands

   Institute of Education and Child Studies, Leiden University, P.O. Box 9555, 2300 RB, Leiden, the Netherlands

3. Susanne Narciss

   Technische Universität Dresden

   Affiliation as printed

   Psychology of Learning and Instruction, Technische Universitaet Dresden, Zellescher Weg 17, D-01062, Dresden, Germany