The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Julia Kasch; Peter Van Rosmalen; Maartje Henderikx; Marco Kalz

doi:10.1080/02602938.2021.1893650

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Julia Kasch^*, Peter Van Rosmalen, Maartje Henderikx, Marco Kalz

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.

Original language	English
Pages (from-to)	15-28
Number of pages	14
Journal	Assessment & Evaluation in Higher Education
Volume	47
Issue number	1
Early online date	2021
DOIs	https://doi.org/10.1080/02602938.2021.1893650
Publication status	Published - 2022

Bibliographical note

Funding Information:
This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu).

Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Peer-Feedback Orientation Scale
Peer-feedback
peer-feedback orientation
scalability

Access to Document

10.1080/02602938.2021.1893650Licence: CC BY-NC-ND

02602938.2021Final published version, 1.41 MBLicence: CC BY-NC-ND

Cite this

@article{0a1e8913003e4945ae0bee2fa5fc28b2,

title = "The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students{\textquoteright} peer-feedback dispositions",

abstract = "This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students{\textquoteright} peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the {\textquoteleft}peer-feedback orientation{\textquoteright} concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students{\textquoteright} peer-feedback orientation that provides teachers and researchers with an instrument for understanding students{\textquoteright} dispositions toward receiving and providing peer-feedback.",

keywords = "Peer-Feedback Orientation Scale, Peer-feedback, peer-feedback orientation, scalability",

author = "Julia Kasch and Rosmalen, {Peter Van} and Maartje Henderikx and Marco Kalz",

note = "Funding Information: This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu). Publisher Copyright: {\textcopyright} 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",

year = "2022",

doi = "10.1080/02602938.2021.1893650",

language = "English",

volume = "47",

pages = "15--28",

journal = "Assessment & Evaluation in Higher Education",

issn = "1469-297X",

publisher = "Taylor and Francis Ltd.",

number = "1",

}

TY - JOUR

T1 - The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

AU - Kasch, Julia

AU - Rosmalen, Peter Van

AU - Henderikx, Maartje

AU - Kalz, Marco

N1 - Funding Information: This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/http://sooner.nu). Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2022

Y1 - 2022

N2 - This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.

AB - This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.

KW - Peer-Feedback Orientation Scale

KW - Peer-feedback

KW - peer-feedback orientation

KW - scalability

UR - http://www.scopus.com/inward/record.url?scp=85102556990&partnerID=8YFLogxK

U2 - 10.1080/02602938.2021.1893650

DO - 10.1080/02602938.2021.1893650

M3 - Article

SN - 1469-297X

VL - 47

SP - 15

EP - 28

JO - Assessment & Evaluation in Higher Education

JF - Assessment & Evaluation in Higher Education

IS - 1

ER -

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students’ peer-feedback dispositions

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this