Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in classrooms

Lan YANG, Kuen Fung SIN, Xueyan LI, Jiesi GUO, Ming LUI

Research output: Contribution to journalArticles

Abstract

The present study validated the Chinese version of the Feedback Orientation Scale (FOS) in a vocational education setting in mainland China. Confirmatory factor analysis (CFA) supported the four-factor solution of the FOS to examine feedback-related individual differences: feedback value, feedback accountability, feedback social-awareness and feedback self-efficacy. Between-network validity of the FOS was investigated through examining the relationship of feedback orientations to both academic and social goals. The results showed that learning goal orientation was highly associated with feedback utility, feedback accountability and feedback self-efficacy, whereas performance goal orientation was highly associated with the social awareness orientation. This study expands our understanding of the effects of teacher feedback on changes in learning performance/ achievement by examining the impact of student feedback orientations on receiving and responding to feedback. Implications for advancing the theory and practice of feedback in education are discussed. Copyright © 2014 Time Taylor Academic Journals.
Original languageEnglish
Pages (from-to)21-46
JournalThe International Journal of Educational and Psychological Assessment
Volume16
Issue number1
Publication statusPublished - 2014

Citation

Yang, L., Sin, K., Li, X., Guo, J., & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in classrooms. The International Journal of Educational and Psychological Assessment, 16(1), 21-46.

Keywords

  • Feedback orientations
  • Goal orientation
  • Learning improvement
  • Individual differences
  • Feedback effectiveness

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