Validation of the Korean version of Feedback Environment Scale for Students(K-FESS)

Abstract

T he main p ur p ose of this study was to validate the Korean version of the Feedback Environment Scale for Students(K-FESS). T he feedback environment is a contextual as p ect of the feedback p rocess and the feedback-oriented culture influences considerably the learner ' s acce p tance of feedback and whether they reflect this in their behavior. N evertheless, there are few research related to the effects of the feedback environment in the classroom assessment of Korea. T herefore, in this study, we utili z ed the Feedback Environment Scale for Students(Steelman et al., 2004), and validated it for use with elementary, middle, and high school students in Korea. We also investigated construct e q uivalence of this scale across the school levels. For this study, reliability analysis, confirmatory factor analysis ( C FA), correlation analysis, and multi- G rou p C FA were a pp lied to check the p sychometric p ro p erties of the K-FESS. First, the K-FESS with 23 items was acce p ted that only one item had been excluded from the original version through translation and content validation p rocedure. Second, the five-factor solution was p roduced by C FA and it exhibited good reliability and validity. T hird, the construct e q uivalence of the K-FESS across the school levels was confirmed. T his means that the K-FESS can be used as a common scale for all school levels. Fourth, the latent mean analyses revealed that the elementary school students had significantly higher feedback environment p erce p tions than those in other school levels. H owever the latent mean differences between middle and high school students were inconsistent across the subscales. Finally, im p lications for the a pp lied use of the K-FESS in Korea are discussed.