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The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version

Feedback literacy is gaining recognition as a key concept for understanding how engage with and learn from feedback in higher education. This study presents validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimens...

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Main Authors: Weidlich, Joshua (Author) , Jivet, I. (Author) , Woitt, Svenja (Author) , Orhan Göksün, D. (Author) , Kraus, J. (Author) , Drachsler, H. (Author)
Format: Article (Journal)
Language:English
Published: 21 January 2025
In: Assessment & evaluation in higher education
Year: 2025, Volume: 50, Issue: 5, Pages: 677-693
ISSN:1469-297X
DOI:10.1080/02602938.2025.2451729
Online Access:Verlag, kostenfrei, Volltext: https://doi.org/10.1080/02602938.2025.2451729
Verlag, kostenfrei, Volltext: https://www.tandfonline.com/doi/full/10.1080/02602938.2025.2451729
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Author Notes:J. Weidlich, I. Jivet, S. Woitt, D. Orhan Göksün, J. Kraus, and H. Drachsler

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520 |a Feedback literacy is gaining recognition as a key concept for understanding how engage with and learn from feedback in higher education. This study presents validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimensions—feedback attitudes and feedback practices—in German, English, and Turkish. We developed both a full-length and a short-form version (SFLI-S). Using confirmatory factor analyses on different student samples (Ntotal= 1424), we confirmed the two-factor structure across languages, supporting the model of feedback literacy comprising of attitudinal and behavioral components. Associations with related constructs further support the instrument’s convergent validity. As a psychometrically sound, multilingual instrument, the SFLI can facilitate cross-cultural feedback literacy research and provide a valuable tool for research and educational practice. The SFLI-S offers an economical alternative, enabling wider integration into studies on how students engage with feedback. 
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