Development and Validation of the Scale of Attitudes Toward Academic Feedback in Digital Learning Environments

Feedback is a type of formative evaluation linked to student learning and academic achievement. However, it is unknown how students perceive this process since there are no instruments to measure attitudes toward feedback. The goal of this study was to create and test a scale that measures how students feel about academic feedback by using exploratory factor analysis (EFA) with the principal components method and checking its reliability with Cronbach’s alpha. The sample included 274 students from the pedagogy programs of five Chilean universities, specifically from the cohorts of 2015, 2016, and 2017. The results showed the consolidation of the instrument and its final conformation in four components (negative experience toward feedback, effectiveness of feedback, feedback as an opportunity, and resistance toward feedback) with a total of fifteen items, which allow measuring the students’ attitude toward this written formative evaluation. A model called the scale application and analysis procedure is provided, which is intended to serve as a reference for teaching and feedback processes in academia.