A questionnaire to assess students’ beliefs about peer-feedback

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Abstract
Research into students’ peer-feedback beliefs varies both thematically and in approaches and outcomes. This study aimed to develop a questionnaire to measure students’ beliefs about peer-feedback. Based on the themes in the literature four scales were conceptualised. In separate exploratory (N = 219) and confirmatory (N = 121) studies, the structure of the questionnaire was explored and tested. These analyses confirmed the a priori conceptualised four scales: (1) students’ valuation of peer-feedback as an instructional method, (2) students’ confidence in the quality and helpfulness of the feedback they provide to a peer, (3) students’ confidence in the quality and helpfulness of the feedback they receive from their peers and (4) the extent to which students regard peer-feedback as an important skill. The value of this Beliefs about Peer-Feedback Questionnaire (BPFQ) is discussed both in terms of future research and the practical insights it may offer higher education teaching staff.

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