Feedback competence among university faculty: design and validation of a self-assessment instrument
DOI:
https://doi.org/10.22201/iisue.20072872e.2026.50.1936Keywords:
feedback competence, university faculty, learning-oriented assessment, questionnaire validationAbstract
Learning-oriented assessment has highlighted the need for university teachers to develop specific competencies. Although the construct of teacher feedback literacy has been extensively conceptualized in the literature, relatively few instruments for its assessment are available, and no validated tools currently exist in Spanish designed for these professionals. The aim of this study was to design and validate a questionnaire to assess university faculty’s feedback competence. Based on a review of specialized literature and an expert judgment validation process, we developed an initial version and administered it to a sample of university teachers. Subsequently, we conducted exploratory factor analysis to examine its internal structure and organized various reliability analyses to assess its psychometric properties. The results yielded a final version comprising 18 items organized into four dimensions. The resulting structure aligns with contemporary models of feedback competence and provides a useful tool for research, diagnosis, and the design of training initiatives in higher education. The article discusses the instrument’s implications for teacher professional development and for improving learning-oriented assessment practices. Keywords: Feedback competence, University faculty, Learning-oriented assessment, Questionnaire validation.
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