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TURKISH VERSION OF THE FEEDBACK ORIENTATION SCALE: INVESTIGATION OF PSYCHOMETRIC PROPERTIES

Year 2021, Volume: 10 Issue: 1, 321 - 329, 15.03.2021

Abstract

The aim of the study is to examine the psychometric properties of the Feedback Orientation Scale. In the research, descriptive research method, which is one of the quantitative research methods, was used. The aim of this research is to adapt the Feedback Orientation Scale which is developed by Yang, Sin, Li, Guo and Lui (2014) to Turkish culture. The research was carried out on 219 university students. The four-dimensional model consisting of 20 items was found to be compatible in exploratory and confirmatory factor analysis. Internal consistency, item and factor analysis studies were conducted to examine the psychometric properties of the scale. As a result of reliability analysis, Cronbach Alpha coefficient for the scale was found as .90. As a result of exploratory factor analysis, Kaiser-Meyer-Olkin sample adequacy value of the scale was .89; 58% of the four-dimensional scale variance was explained. It was observed that the total correlated items of the scale varied between .39 and .68.

References

  • Bergstrom, T., Harris, A. & Karahalios, K. (2011). Encouraging initiative in the classroom with anonymous feedback. In P. Campos et al. (Eds.), 13th International Conference on Human-Computer Interaction (INTERACT), pp. 527-542. September 5 – 11, Lisbon, Portugal.
  • Brookhart, S. M. (2012). Teacher feedback in formative classroom assessment. In C. Webber & J. Lupart (Eds.), Leading student assessment, pp. 225-239. Dordrecht: Springer.
  • Burnett, P. C. (2003). The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. Journal of Classroom Interaction, 38(1), 11–16.
  • Carpenter, L. (2018). Feedback and growth mindset: Nurturing a growth mindset through feedback with middle school students. Master Thesis, Canada: Trinity Western University. 05.01.2020 https://digitalcollections.dordt.edu/med_theses/123/utm_source=digitalcollections.dordt.edu%2Fmed_theses%2F123&utm_medium=PDF&utm_campaign=PDFCoverPages obtained from the address.
  • Crosby, M. E. & Ikehara, C. S. (2015). Feedback from physiological sensors in the classroom. In T. Hammond, S. Valentine, A. Adler & M. Payton (Eds.), The impact of pen and touch technology on education, pp. 381-387. Switzerland: Springer.
  • Çepni, S. (2007). Performansların değerlendirilmesi. Ölçme ve değerlendirme (Editör: E. Karip). Ankara: Pegem A Yayıncılık.
  • Deci, E. L.; Koestner, R. & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. doi: 10.1037/0033-2909.125.6.627.
  • Eriksson, E.; Boistrup, L. B., & Thornberg, R. (2017). A categorisation of teacher feedback in the classroom: a field study on feedback based on routine classroom assessment in primaryschool. Research Papers in Education, 32(3), 316-332. doi: 10.1080/02671522.2016.1225787.
  • Harris, L. R.; Brown, G. T. & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107-133. doi: 10.1007/s11092-013-9187-5.
  • Hattie, J. & Gan, M. (2011). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction, pp. 249-271. New York: Routledge.
  • Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487.
  • Higgins, R.; Hartley, P. & Skelton. A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6, 269-274. doi: 10.1080/13562510120045230.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kara, F. M.; Kazak, F. Z. & Aşçı, F. H. (2018). Algılanan öğretmen geribildirim ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Journal of Sport Sciences 29(2), 79–86.
  • Korkmaz, O. & Kırdök, O. (2019). Kariyer hedefi geribildirim ölçeği’nin (KHGÖ) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuramsal Eğitimbilim Dergisi, 12(2), 494-510.
  • Kutluca Canbulat, A. N. (2020). Adaptation of writing feedback scale to Turkish. International Journal of Languages’ Education and Teaching, 8(1), 20-36.
  • Özbey, S. & Aktemur Gürler, S. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların motivasyon düzeyleri ile sosyal becerileri ve problem davranışları arasındaki ilişkinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(1), 587-602.
  • Randall, L. & Zundel, P. (2012). Students' perceptions of the effectiveness of assessment feedback as a learning tool in an introductory problem-solving course. Canadian Journal for the Scholarship of Teaching and Learning, 3, 1. doi: 10.5206/cjsotl-rcacea.2012.1.3.
  • Sally J. Z. (2016). Gözlem sonrası görüşme (Çev. U. Akın). A. Balcı & Ç. Apaydın (Çeviri Editörleri), Öğretim denetimi: uygulama araçları ve kavramlar, 179-197. Ankara: Pegem A Yayınları.
  • Smith, C. D. & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53(3), 203-216. doi: 10.1080/0363452042000265152.
  • Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, 76(5), 570-601. doi: 10.1080/00221546.2005.11772299.
  • Wiskow, K. M.; Matter, A. L. & Donaldson, J. M. (2019). The Good Behavior Game in preschool classrooms: An evaluation of feedback. Journal of Applied Behavior Analysis, 52(1), 105-115. doi: 10.1002/jaba.500.
  • Yang, L.; Sin, K.; Li, X.; Guo, J. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the feedback orientation scale (FOS) in classrooms. The International Journal of Educational and Psychological Assessment, 16(1).
  • Yıldız, V. A. & Taşgın, A. (2020). Öğretmen motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 9(4), 1741-1754.

TURKISH VERSION OF THE FEEDBACK ORIENTATION SCALE: INVESTIGATION OF PSYCHOMETRIC PROPERTIES

Year 2021, Volume: 10 Issue: 1, 321 - 329, 15.03.2021

Abstract

The aim of the study is to examine the psychometric properties of the Feedback Orientation Scale. In the research, descriptive research method, which is one of the quantitative research methods, was used. The aim of this research is to adapt the Feedback Orientation Scale which is developed by Yang, Sin, Li, Guo and Lui (2014) to Turkish culture. The research was carried out on 219 university students. The four-dimensional model consisting of 20 items was found to be compatible in exploratory and confirmatory factor analysis. Internal consistency, item and factor analysis studies were conducted to examine the psychometric properties of the scale. As a result of reliability analysis, Cronbach Alpha coefficient for the scale was found as .90. As a result of exploratory factor analysis, Kaiser-Meyer-Olkin sample adequacy value of the scale was .89; 58% of the four-dimensional scale variance was explained. It was observed that the total correlated items of the scale varied between .39 and .68.

References

  • Bergstrom, T., Harris, A. & Karahalios, K. (2011). Encouraging initiative in the classroom with anonymous feedback. In P. Campos et al. (Eds.), 13th International Conference on Human-Computer Interaction (INTERACT), pp. 527-542. September 5 – 11, Lisbon, Portugal.
  • Brookhart, S. M. (2012). Teacher feedback in formative classroom assessment. In C. Webber & J. Lupart (Eds.), Leading student assessment, pp. 225-239. Dordrecht: Springer.
  • Burnett, P. C. (2003). The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. Journal of Classroom Interaction, 38(1), 11–16.
  • Carpenter, L. (2018). Feedback and growth mindset: Nurturing a growth mindset through feedback with middle school students. Master Thesis, Canada: Trinity Western University. 05.01.2020 https://digitalcollections.dordt.edu/med_theses/123/utm_source=digitalcollections.dordt.edu%2Fmed_theses%2F123&utm_medium=PDF&utm_campaign=PDFCoverPages obtained from the address.
  • Crosby, M. E. & Ikehara, C. S. (2015). Feedback from physiological sensors in the classroom. In T. Hammond, S. Valentine, A. Adler & M. Payton (Eds.), The impact of pen and touch technology on education, pp. 381-387. Switzerland: Springer.
  • Çepni, S. (2007). Performansların değerlendirilmesi. Ölçme ve değerlendirme (Editör: E. Karip). Ankara: Pegem A Yayıncılık.
  • Deci, E. L.; Koestner, R. & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. doi: 10.1037/0033-2909.125.6.627.
  • Eriksson, E.; Boistrup, L. B., & Thornberg, R. (2017). A categorisation of teacher feedback in the classroom: a field study on feedback based on routine classroom assessment in primaryschool. Research Papers in Education, 32(3), 316-332. doi: 10.1080/02671522.2016.1225787.
  • Harris, L. R.; Brown, G. T. & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107-133. doi: 10.1007/s11092-013-9187-5.
  • Hattie, J. & Gan, M. (2011). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction, pp. 249-271. New York: Routledge.
  • Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487.
  • Higgins, R.; Hartley, P. & Skelton. A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6, 269-274. doi: 10.1080/13562510120045230.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kara, F. M.; Kazak, F. Z. & Aşçı, F. H. (2018). Algılanan öğretmen geribildirim ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Journal of Sport Sciences 29(2), 79–86.
  • Korkmaz, O. & Kırdök, O. (2019). Kariyer hedefi geribildirim ölçeği’nin (KHGÖ) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Kuramsal Eğitimbilim Dergisi, 12(2), 494-510.
  • Kutluca Canbulat, A. N. (2020). Adaptation of writing feedback scale to Turkish. International Journal of Languages’ Education and Teaching, 8(1), 20-36.
  • Özbey, S. & Aktemur Gürler, S. (2019). Okul öncesi eğitim kurumlarına devam eden çocukların motivasyon düzeyleri ile sosyal becerileri ve problem davranışları arasındaki ilişkinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(1), 587-602.
  • Randall, L. & Zundel, P. (2012). Students' perceptions of the effectiveness of assessment feedback as a learning tool in an introductory problem-solving course. Canadian Journal for the Scholarship of Teaching and Learning, 3, 1. doi: 10.5206/cjsotl-rcacea.2012.1.3.
  • Sally J. Z. (2016). Gözlem sonrası görüşme (Çev. U. Akın). A. Balcı & Ç. Apaydın (Çeviri Editörleri), Öğretim denetimi: uygulama araçları ve kavramlar, 179-197. Ankara: Pegem A Yayınları.
  • Smith, C. D. & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53(3), 203-216. doi: 10.1080/0363452042000265152.
  • Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, 76(5), 570-601. doi: 10.1080/00221546.2005.11772299.
  • Wiskow, K. M.; Matter, A. L. & Donaldson, J. M. (2019). The Good Behavior Game in preschool classrooms: An evaluation of feedback. Journal of Applied Behavior Analysis, 52(1), 105-115. doi: 10.1002/jaba.500.
  • Yang, L.; Sin, K.; Li, X.; Guo, J. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the feedback orientation scale (FOS) in classrooms. The International Journal of Educational and Psychological Assessment, 16(1).
  • Yıldız, V. A. & Taşgın, A. (2020). Öğretmen motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 9(4), 1741-1754.
There are 24 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Aslı Kartol This is me

Nihan Arslan This is me

Publication Date March 15, 2021
Submission Date May 14, 2020
Published in Issue Year 2021 Volume: 10 Issue: 1

Cite

APA Kartol, A., & Arslan, N. (2021). TURKISH VERSION OF THE FEEDBACK ORIENTATION SCALE: INVESTIGATION OF PSYCHOMETRIC PROPERTIES. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(1), 321-329.

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