The aim of this study was to develop a valid and reliable measurement tool for evaluating the perceived effectiveness of feedback. A total of 662 pre-service teachers from a variety of grade levels and teacher education programs participated in the study. This process was methodically executed in three sequential stages: item development, scale development, and scale evaluation. The factor structure of the assessment tool was examined using exploratory and confirmatory factor analysis. Initially, exploratory factor analysis (EFA) was conducted with a dataset collected from 334 undergraduate students, followed by a confirmatory factor analysis (CFA) with a separate set of 328 undergraduate students. The results of the EFA indicated the presence of a three-factor structure comprising cognitive, metacognitive, and affective dimensions that corresponds to the theoretical framework. The CFA further demonstrated that the model's fit indices significantly exceeded the acceptable thresholds, thus validating the model's construct validity. Furthermore, the reliability analyses yielded satisfactory results, as evidenced by the Cronbach's Alpha and Omega coefficients for the scale dimensions, which were found to be within the acceptable ranges. As a result of the factor analyses, a valid and reliable 30-item Likert-type measurement instrument with three dimensions has been established with the goal of assessing feedback effectiveness.
ESEN et al. (Sat,) studied this question.
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