Development and validation of a scale for measuring teachers’ feedback in learner-centered instruction

The purpose of the present study is to develop and validate a scale for measuring teacher’s feedback in learner-centered instruction. For this purpose, literature review on teacher’s feedback in learner-centered instruction and FGI with five experienced teachers were conducted. Firstly, 51 items were constructed based on the analysis of the preliminary data from literature and FGI. Secondly, 41 items were selected by the experts’ validation. Finally, 35 items that represent four sub-scales to be composed of ‘explanation on tasks’, ‘supports for group work’, ‘feedback and monitoring on learning process’, and ‘assessment after instruction’ were constructed by exploratory factor analysis. Furthermore, as a result of the verification of the concurrent validity based on the confirmatory factor analysis, this study proved that the scale is the appropriate construct of scale to measure teacher’s feedback in learner-centered instruction. It is expected that teachers implementing learner-centered instruction will be able to provide students with more systematic and effective feedback by using the tools developed in this study. In conclusion, this study implication and the further study based on the result have been discussed