Development and Validation of Teachers Feedback Literacy (TFL) Scale
Keywords:
Feedback (FL), Teachers’ Feedback Literacy (TFL), Students’ Feedback Literacy (SFL), Teachers Feedback Scale, Teachers’ Feedback Literacy Questionnaire (TFL-Ques), Teachers’ Feedback Literacy Classroom-Observation Sheet (TFL-OS), Prompt Based Performance Observation Sheet for TFL (Prompt Based Performance –OS for TFL), Continuous Professional Development (CPD)Abstract
A focus on teachers feedback literacy is extremely decisive as student feedback literacy to a largely pivot on teacher feedback literacy (Carless & Winstone, 2020). If the teachers are feedback literate it is very difficult to for students to utilize feedback to utmost. If it is important than answering the question that how to measure TFL becomes of prime importance. The current study is an attempt to develop and validate a scale to spot light this budding concept to measure TFL in Pakistan paying attention to the call for research by Carless and Winstone (2020) on scale development to measure teacher feedback literacy. The TFL scale was developed by mapping of design, relational and pragmatic dimension and 19 competencies framework for TFL as stated by Carless and Winstone (2020) and Boud and Dawson (2021). The scale comprises of 42 items after incorporating suggested changes by experts and piloting the tool and reliability checks. The total TFL score is 168 as it is comprised of 42 items have 4 scores for each item. The number of items for all the three dimensions were as follows i.e. Design=16, Relational=13 and Pragmatic=13. The Cronbach’s Alpha =0.867 and CVI=0.87 were calculated which are in the acceptable range of tool to be used by researcher. The development of TFL scale is value addition to measure the level of TFL and TFL can enhanced through CPD.
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