Development and validation of the student feedback literacy test for secondary schoolers

Nowadays, there is a paradigm shift in the discourse around feedback, i.e. instead of viewing feedback as information transmitted from teachers to students, feedback is now viewed as a process in which students are proactively involved in feedback giving. This gave rise to the concept of Student Feedback Literacy (SFL) Yet, there is a lack of reliable and valid tools to measure SFL. To address this issue, we developed and examined the psychometric properties of the Student Feedback Literacy Test for Secondary Schoolers (SFLT), a situational test. This tool was designed to measure SFL by assessing students’ responses to specific situations presented in the items, making it a more valid tool. Participants are 600 secondary schoolers in grades 7 – 12 in public schools in Bangkok, the capital of Thailand. Results demonstrate good psychometric properties, supported by the following evidence, i.e. item parameters, internal consistency reliability, content validity, construct validity, and measurement invariance across sexes and grade levels. This solidifies that the SFLT can be used to measure SFL in an accurate manner with insignificant errors.