Development and validation of a measurement tool for learner feedback literacy

Learner feedback literacy (FL) is increasingly recognised as a multidimensional competency essential for navigating and benefiting from feedback processes in higher education. Yet existing instruments often address only fragmented aspects of FL, lacking an integrated perspective that captures its cognitive, affective, behavioural, and social nature. This study developed and validated the Learner Feedback Literacy Scale (LFLS), a theoretically grounded and psychometrically sound instrument assessing these domains. The development process involved item generation employing an integrated framework, followed by expert review and validation with 564 undergraduates. CFA supported a five-factor structure–Appreciating Feedback, Eliciting Feedback, Managing Affect, Decision-Making and Taking Action, and Acknowledging Feedback Reciprocity–comprising 18 items. LFLS demonstrated strong construct validity, internal consistency, and measurement invariance across gender groups. A second-order CFA confirmed a higher-order FL construct. Significant correlations with help-seeking behaviour provided evidence for criterion-related validity. LFLS offers a comprehensive tool to inform pedagogical interventions and learner support.