Researchers developed a 20-item situational multiple-choice test of teacher feedback literacy and administered it to 552 Thai student teachers. The design, relational and pragmatic domains showed reported item, construct and internal-consistency evidence, but test performance is not equivalent to giving and using feedback in practice.
Key findings
- The paper reports acceptable item functioning, support for the intended construct and good internal consistency. The abstract does not provide item statistics, reliability coefficients or score thresholds.
Why this matters globally
Feedback is central to learning worldwide, and a context-specific situational measure advances research beyond attitude-only questionnaires.
Thai researcher contribution
Chulalongkorn University researchers developed and tested the instrument in a large Thai student-teacher sample.
Limitations to consider
It is unclear whether development and confirmation used independent samples. Multiple-choice scenarios do not measure enacted feedback. Predictive, test-retest, fairness and external-validation evidence remains absent.