A systematic review of feedback literacy scales
Development and validation
Bibliographic Data
| ID | 21067735 |
|---|---|
| Authors | Ying Zhan (0000-0002-0919-8266, Education University of Hong Kong), Zhi Hong Wan (0000-0002-8163-5862, Education University of Hong Kong, corresponding author), Zi Yan (0000-0001-9305-884X, Education University of Hong Kong), Ye Zeng (0000-0001-5440-6194, Education University of Hong Kong), Wenyun Luo (0009-0004-9961-4172, Education University of Hong Kong) |
| Year | 2026 |
| Volume | 88 |
| Pages | 101578 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2026.101578 |
| OpenAlex | W7128493557 |
| Language | EN |
| References cited | 40 |
The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant focus on student feedback literacy scales in a general higher education context. Furthermore, existing scales primarily assessed capacities and dispositions, often overlooking the knowledge component. Current teacher feedback literacy scales do not fully include the key elements that teachers need to help students improve their feedback literacy. While evaluations of these scales generally indicated acceptable to good psychometric reliability and validity, opportunities for methodological improvement exist, such as using multiple reliability assessment methods and conducting Rasch analysis. To improve measurement accuracy, direct tests or more behavioural indicators should be considered in scale design. • Existing SFL scales often overlook the knowledge component. • Current TFL scales lack key elements needed to support SFL. • Multiple psychometric measures can improve scale reliability and validity. • Five design implications are proposed to better measure feedback literacy
Item analysis · Item response theory · Literacy · Psychometrics · Rasch model · Evaluation of Teaching Practices · Psychometric Methodologies and Testing · Student Assessment and Feedback
Developing evaluative judgement
Conceptualizing feedback literacy
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
Student feedback literacy and engagement with feedback
On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Development and validation of a generic self-assessment scale for K-12 teachers as feedback givers
Teacher feedback literacy and its interplay with student feedback literacy
Eliciting, processing and enacting feedback
Development and validation of the high school students’ Mathematics Discourse Feedback Skills Scale (MDFSS)
Towards a new paradigm
Feedback literacy
Discipline-specific feedback literacies
Design and validation of the AI literacy questionnaire
Instruments for obtaining student feedback
Can students’ feedback literacy be improved? A scoping review of interventions
Bifactor modelling of the psychological constructs of learner feedback literacy
Assessing students’ peer feedback literacy in writing
Developing a college student feedback literacy scale for the GenAI context
Developing and validating a student feedback literacy scale
Developing a learning-centred framework for feedback literacy
Measuring what learners do in feedback
The development of student feedback literacy
The Development of Feedback Literacy for Writing Teachers
Validity of psychological assessment
The Power of Feedback
| Citation velocity | historical |
|---|---|
| Highly cited | No |