Assessing L2 student writing feedback literacy: A scale development and validation study

Yu, Shulin; Zhang, Emily Di; Liu, Chunhong

doi:10.1016/j.asw.2022.100643

Cited by 28 publications

(10 citation statements)

References 49 publications

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“…Traditionally, researchers have used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of assessment scales, as noted by Briggs and Cheek (1986), Chan et al (2022), and Yu et al (2022). Additionally, some researchers have employed independent samples t -test to evaluate the discriminative validity and Pearson’s correlation to examine the concurrent validity of assessment scales (Chan et al, 2022).…”

Section: Traditional and Irt Approaches For Evaluating Assessment Sca...mentioning

confidence: 99%

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision

Huang

Dong

Han

et al. 2023

Journal of Psychoeducational Assessment

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Using expert reviews and item response theory (IRT), this study evaluated the language- and culture-related construct-irrelevant variance and reliability of the 2019 TIMSS sense of school belonging scale (SSBS) for grades 4 and 8. The five items of the SSBS, which were identical for both grades, were reviewed for the language- and culture-related construct-irrelevant variance evidence by 10 assessment experts who have expertise in Chinese and English languages and cultures. Further, the existing TIMSS 2019 SSBS data associated with the countries of China (Hong Kong), Singapore, Australia, and America were analyzed within the framework of IRT for estimating the item and scale information function values (i.e., reliability) of the SSBS. The experts did find language- and culture-related evidence in each of the five items that might lead to the construct variance of the SSBS across these four countries. The IRT results further indicated that the SSBS item and scale information function values varied considerably across these four countries. Suggestions for revising the SSBS are proposed for TIMSS program developers.

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Section: Traditional and Irt Approaches For Evaluating Assessment Sca...mentioning

confidence: 99%

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision

Huang

Dong

Han

et al. 2023

Journal of Psychoeducational Assessment

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“…Chong 2021;Gravett 2022), the development of tools for its measurement (e.g. Zhan 2021;Song 2022;Yu, Di Zhang, and Liu 2022), and pedagogic approaches to the development of students' feedback literacy (e.g. Winstone, Mathlin, and Nash 2019;Ketonen, Nieminen, and Hähkiöniemi 2020;Malecka, Boud, and Carless 2020;Fernández-Toro and Duensing 2021;Hoo, Deneen, and Boud 2022;Man, Kong, and Chau 2022;Winstone, Balloo, et al 2022).…”

Section: Enabling and Valuing Feedback Literaciesmentioning

confidence: 99%

Enabling and valuing feedback literacies

Pitt

Winstone

2022

Assessment & Evaluation in Higher Education

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“…Some papers research feedback on writing in the context of higher education (Seror, 2009), including feedback on academic writing (Chang, 2014), and university students' feedback on feedback through student' generated screencasts (Fernandez-Toro, & Furnborough, 2014). Feedback literacy has attracted attention as it seriously increases its efficacy (Parker, & Baughan, 2009;Yu, Di Zhang, & Liu, 2022). The communication between a student and a teacher in a writing class creates the so-called "instructor-student loop" (Knight, Greenberger, & McNaughton, 2021).…”

Section: Feedback On Writing: General Issues (N=44)mentioning

confidence: 99%

“…to negative (dissatisfaction, frustration, sadness, discontent). Researchers have been studying this aspect of feedback, with papers on various feedback variations and environments (Lipnevich, Murano, Krannich, & Goetz, 2021;Mazzotta, & Belcher, 2018;Yu, Geng, Liu, & Zheng, 2021;Zhang, He, Du, Liu, & Huang, 2022;Yu, Di Zhang, & Liu, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…and perceived as a stimulus for improvement. On the whole, students' feedback literacy is focused on "how learners approach, use, and evaluate feedback and manage their feelings in the process" (Yu, Di Zhang, & Liu, 2022). It is defined as "students' ability to understand, utilise and benefit from feedback processes" (Molloy, Boud, & Henderson, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Writing Feedback from a Research Perspective

Raitskaya

Tikhonova²

2022

JLE

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Introduction. Being an essential part of teaching and learning, feedback in close connection with evaluation is the focus of many researchers. Their interest lies mainly in automated systems, learners’ and teachers’ perceptions of writing feedback and feedback on feedback, new forms of feedback and their efficacy for motivation and writing performance. The review aims to identify the prevailing directions of research in the field. Methods. The review is based on 194 documents extracted from the Scopus database. The ultimate results of the search for “writing feedback” were limited to a field filter (social sciences, arts & humanities), a language filter (English), a document type (article, review, book chapter, conference paper) as well to manual screening in accordance with the inclusion criteria and relevance to the theme. Results and Discussion. Seven directions of research were identified: automated and non-automated evaluation; feedback on writing: general issues; automated feedback; peer review and teacher feedback on writing; perceptions and emotions relating to writing feedback; feedback on scholarly writing; evaluation and improvement in Chinese calligraphy. The reviewed documents proved the prominence of the topic and greater interest in new computer-mediated forms of feedback on writing. Conclusion. The results of the review may serve as a guidance for researchers at large and potential JLE authors focused on teaching and learning writing. The limitations of the review are linked to the scope and methods applied.

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Assessing L2 student writing feedback literacy: A scale development and validation study

Cited by 28 publications

References 49 publications

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision

Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale: Suggestions for Revision

Enabling and valuing feedback literacies

Writing Feedback from a Research Perspective

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