Adaptation of student feedback literacy scale into Turkish culture: A study of reliability and validity

The present study reports on the adaptation of the Student Feedback Literacy Scale developed for the Turkish learning context by following a rigorous scale adaptation process. Three groups participated in this study: 31 undergraduate students in the translation stage, and two groups, including 291 and 401 undergraduate students, in the construct validity stages. The statistical analyses include paired-samples t-test, correlation analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), multi-group CFA, and reliability analyses. According to the EFA results, two items under two different factors were removed from the scale due to their low factor loadings and negative impact on the reliability indices. The results from CFA and reliability analyses indicated that the Student Feedback Literacy Scale including 22 items and six factors of Eliciting, Processing, Enacting, Appreciation of Feedback, Readiness to Engage, and Commitment to Engage is valid and reliable in Turkish learning context. This adapted instrument can be used by researchers and practitioners working with Turkish undergraduate students to better capture students' level of feedback literacy, enabling the development of tailored feedback strategies. It can also serve as pre- and post-tests in longitudinal research, allowing for a critical evaluation of pedagogical interventions designed to enhance student feedback literacy.