Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students

Feedback plays a crucial role in enhancing students’ learning outcomes, but it can be unproductive if not used effectively. While there has been increasing attention to feedback literacy, few theory-driven instruments currently exist for measuring feedback literacy behaviours, particularly with Chinese samples. The 24-item Feedback Literacy Behaviour Scale (FLBS)s, initially developed)in Western contexts, focuses on what students can do in the feedback processes. It includes five dimensions: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). This study examined its psychometric properties with a sample of 723 Chinese university and high school students aged 14 to 27. Confirmatory factor analysis (CFA) results supported a five-factor structure of the FLBS. Each factor showed good internal consistency (Coefficient H > 0.80). Multigroup CFA results demonstrated acceptable measurement invariance across gender and education sector. The significant but not high correlations between the FLBS and the Chinese Big Five Personality Inventory-15 (CBF-PI-15) supported the external validity of the FLBS. The findings supported using FLBS for Chinese students and are expected to help understand how student feedback literacy operates in Chinese culture. Copyright © 2025 National Institute of Education, Singapore.