The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students' peer-feedback dispositions

J. Kasch*, P. Van Rosmalen, M. Henderikx, M. Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Web of Science)


This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students' peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the 'peer-feedback orientation' concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students' peer-feedback orientation that provides teachers and researchers with an instrument for understanding students' dispositions toward receiving and providing peer-feedback.
Original languageEnglish
Pages (from-to)15-28
Number of pages14
JournalAssessment & Evaluation in Higher Education
Issue number1
Early online date23 Feb 2021
Publication statusPublished - 17 Jan 2022


  • Peer-feedback
  • peer-feedback orientation
  • Peer-Feedback Orientation Scale
  • scalability

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