Development and validation of a scale to assess students’ perceptions of team feedback in collaborative tasks

Research on individual learning has largely demonstrated that ­individuals need feedback to regulate their work, and improve strategies and performance. At the team level, studies suggested that feedback given to teams could affect processes and performance, but this depends on how team members perceive the feedback in terms of quality and usefulness. To our knowledge, no scale exists to assess the perception of team feedback after a teamwork session. In three studies, we developed and validated a scale to evaluate various dimensions of the perception of two types of team feedback designed to deliver information on team performance and member's participation on a digital platform. In Study 1, a focus group generated scale items. In Study 2 (N = 238) and Study 3 (N = 212), data were collected to verify, explore and confirm the factorial structure of the scale. The results of the factorial analyses attest to a three-dimensional structure consisting of: (1) cognitive, (2) affective and (3) behavioural processing of feedback. This research provides a useful tool for future research to examine the role of team feedback perception on team processes and performance and also to render feedback more useful and effective.