Psychometric Assessment of the Formative Orientation Scale in Chinese Undergraduates

• In Event: Measuring Student Experiences and Developing Frameworks to Guide Practice

Abstract

The present study took the initiative to examine the psychometric properties of the feedback orientation scale (FOS) in higher education with a sample of students majoring in mathematics and science. We adopted a construct-validity approach. Aside from confirmatory factor analysis, we also added item response theory analyses to generate more evidence of item difficulties. We used students’ major academic self-concept scale to examine the criterion-related validity. The results showed that the shorter form of FOS (6 items) would be more effective and economical than the 12-item FOS (revised from Linderbaum & Levy, 2010 and Yang et al., 2014) for identifying mathematics and science undergraduates’ general feedback perceptions.

Authors

• Di Zhang, The Education University of Hong Kong
  Presenting Author

• Lan Yang, Education University of Hong Kong
  Non-Presenting Author