Development and Face Validity of the Perceived Usefulness of Feedback Characteristics Questionnaire

Feedback from instructors, acting as external input, necessitates internal processing by students to be effective. The initial stage of this process, which involves the perception of feedback, influences how students internalize and respond to the guidance, thereby impacting their learning outcomes. However, the exploration and measurement of student perceptions of feedback usefulness have been scarcely investigated. No studies have explored how students perceive feedback in terms of its characteristics and usefulness. The objective of this study is to develop a questionnaire assessing the perceived usefulness of feedback characteristics and to establish its face validity. The validation process included both graduate and undergraduate students who have experience either teaching or taking an undergraduate engineering economy analysis class. It involved reviewing the questionnaire to ensure it measures what it is intended to measure, as understood by the students and refining the questionnaire to eliminate potential errors such as leading or confusing questions. The face validation process resulted in modifications to the questionnaire that improved its clarity and relevance. Feedback from students indicated that the revised questionnaire captures students' perceptions of feedback characteristics.