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Assessing Feedback Practices in Higher Education: Development and Validation of the Perceived Quality of Feedback Scale

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Title: Assessing Feedback Practices in Higher Education: Development and Validation of the Perceived Quality of Feedback Scale
Language: English
Authors: Emrullah Esen (ORCID 0000-0002-7301-4986), Oktay Cem Adigüzel (ORCID 0000-0002-7985-4871), Derya Atik Kara (ORCID 0000-0002-6890-030X)
Source: International Journal of Assessment Tools in Education. 2026 13(1):1-20.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Educational Practices, Higher Education, Measures (Individuals), Test Construction, Test Validity, Preservice Teachers, Public Colleges, Schools of Education, Undergraduate Students, Foreign Countries, Teacher Education Programs
Geographic Terms: Turkey
ISSN: 2148-7456
Abstract: Despite the importance of feedback quality in educational contexts, the availability of comprehensive, valid, and reliable tools for assessing feedback quality remains limited. The objective of this study was to develop a valid and reliable measurement tool for evaluating the perceived quality of feedback in a comprehensive manner. The study was conducted with the participation of 847 pre-service teachers from a range of grade levels and teacher education programmes (322 second-year, 272 third-year, 253 fourth-year; 52.18% female, 47.82% male) studying at a public university's Faculty of Education. Participants were selected from various teaching programs. The scale was developed in three stages: item development, scale development, and scale evaluation. Exploratory and confirmatory factor analyses were performed to examine the factor structure of the assessment tool. Exploratory factor analysis (EFA) was conducted with data collected from 531 undergraduate students, followed by confirmatory factor analysis (CFA) with data from another group of 316 undergraduate students. The EFA results revealed a five-factor structure consistent with the theoretical framework: cognitive orientation, metacognitive orientation, affective orientation, quality of presentation, and quality of content. These five factors explained 52.53% of the total variance. The CFA demonstrated that the model's fit indices exceeded the acceptable thresholds (CFI=0.95, RMSEA=0.05, TLI=0.94). The reliability analyses showed that the Cronbach's Alpha (0.78 - 0.93) and McDonald's Omega (0.77 - 0.93) coefficients for the scale dimensions were within acceptable ranges, confirming the scale's reliability. Consequently, a valid and reliable 25-item scale with five dimensions was developed to measure the perceived quality of feedback.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495974
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Assessing Feedback Practices in Higher Education: Development and Validation of the Perceived Quality of Feedback Scale
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  Data: <searchLink fieldCode="AR" term="%22Emrullah+Esen%22">Emrullah Esen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7301-4986">0000-0002-7301-4986</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oktay+Cem+Adigüzel%22">Oktay Cem Adigüzel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7985-4871">0000-0002-7985-4871</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derya+Atik+Kara%22">Derya Atik Kara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6890-030X">0000-0002-6890-030X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2026 13(1):1-20.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Schools+of+Education%22">Schools of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2148-7456
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the importance of feedback quality in educational contexts, the availability of comprehensive, valid, and reliable tools for assessing feedback quality remains limited. The objective of this study was to develop a valid and reliable measurement tool for evaluating the perceived quality of feedback in a comprehensive manner. The study was conducted with the participation of 847 pre-service teachers from a range of grade levels and teacher education programmes (322 second-year, 272 third-year, 253 fourth-year; 52.18% female, 47.82% male) studying at a public university's Faculty of Education. Participants were selected from various teaching programs. The scale was developed in three stages: item development, scale development, and scale evaluation. Exploratory and confirmatory factor analyses were performed to examine the factor structure of the assessment tool. Exploratory factor analysis (EFA) was conducted with data collected from 531 undergraduate students, followed by confirmatory factor analysis (CFA) with data from another group of 316 undergraduate students. The EFA results revealed a five-factor structure consistent with the theoretical framework: cognitive orientation, metacognitive orientation, affective orientation, quality of presentation, and quality of content. These five factors explained 52.53% of the total variance. The CFA demonstrated that the model's fit indices exceeded the acceptable thresholds (CFI=0.95, RMSEA=0.05, TLI=0.94). The reliability analyses showed that the Cronbach's Alpha (0.78 - 0.93) and McDonald's Omega (0.77 - 0.93) coefficients for the scale dimensions were within acceptable ranges, confirming the scale's reliability. Consequently, a valid and reliable 25-item scale with five dimensions was developed to measure the perceived quality of feedback.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1495974
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Test Validity
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Schools of Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Turkey
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    Titles:
      – TitleFull: Assessing Feedback Practices in Higher Education: Development and Validation of the Perceived Quality of Feedback Scale
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            NameFull: Emrullah Esen
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            NameFull: Oktay Cem Adigüzel
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            NameFull: Derya Atik Kara
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