A systematic review of feedback literacy scales: Development and validation

The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant focus on student feedback literacy scales in a general higher education context. Furthermore, existing scales primarily assessed capacities and dispositions, often overlooking the knowledge component. Current teacher feedback literacy scales do not fully include the key elements that teachers need to help students improve their feedback literacy. While evaluations of these scales generally indicated acceptable to good psychometric reliability and validity, opportunities for methodological improvement exist, such as using multiple reliability assessment methods and conducting Rasch analysis. To improve measurement accuracy, direct tests or more behavioural indicators should be considered in scale design. • Existing SFL scales often overlook the knowledge component. • Current TFL scales lack key elements needed to support SFL. • Multiple psychometric measures can improve scale reliability and validity. • Five design implications are proposed to better measure feedback literacy.