Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers


JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 2022 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1177/07342829221125020
  • Journal Indexes: Social Sciences Citation Index, Scopus, CINAHL, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Keywords: peer feedback, peer assessment, task value, motivation, scale development, FACTOR-ANALYTIC TESTS, HIGHER-EDUCATION, SELF-EFFICACY, FIT INDEXES, RELIABILITY, MOTIVATION, VALIDITY, NUMBER, ALPHA, POWER


This research aimed to develop two scales measuring pre-service teachers' task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value factor was also identified in the scale regarding PFR. In the second study, different models of the scales were evaluated with confirmatory factor analysis, and the second-order models were favored. Moreover, reliability and additional analyses supported using a general task value factor that was highly correlated with students' willingness to participate in peer feedback activities. Overall, this study provides two scales, recommends research for further validation, and discusses the internal structure of the task value construct.