Feedback literacy of a college student in e‑learning: Development and validation of a scale

Introduction . Self-assessment of feedback literacy by college students is important for the organization of e-learning. Self-assessment of feedback literacy is an educational practice of monitoring and improving the learning process through information received by the student in the context of assessment of results. Purpose setting. The problem of developing feedback literacy among college students in vocational training using Moodle is solved through formative self-assessment. The authors develop a formative self-assessment scale for feedback literacy. A survey was conducted of 88 students of Novosibirsk Aviation Technical College named after B. S. Galushchak (Novosibirsk). Methodology and methods of the study . The methodology for analyzing the results of student self-assessment of literacy in the field of feedback in e-learning is based on the use of the Structural Equation Modeling (SEM) data analysis method. Results . Confirmatory factor analysis of the obtained data showed the acceptability of two structural models of the scale: one-factor and five factor, including five final indicators: «recognition of the value of feedback», «management of emotions», «ability to act», «ability to make judgment», «readiness to act». Exploratory factor analysis found that gender identity of student influences his self-assessment of literacy in the field of feedback – male students are more literate, and the gender dependence is especially strong for the indicators «emotion management» and «readiness to act.» Frequency of use of the Moodle is primarily associated with the «ability to act» indicator, while the belief in the usefulness of Moodle for learning is associated with the «ability to make judgment» indicator. Conclusion . A conclusion is made about the relevance of forming a theory and methodology for developing student feedback literacy in professional learning in digital format.