Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect.

尽管对教学反馈的兴趣日益浓厚，但学生对反馈的看法却很少受到关注。我们检查了反馈感知问卷（FPQ）的结构有效性和度量不变性。FPQ根据感知到的公平性，有用性，接受性，改进和影响的意愿来衡量反馈感知。中学生（N= 1486）收到了一个虚构的场景，其中包含一个虚构的同伴的简明通用反馈或详尽的特定反馈。学生对自己的看法进行评估，就好像他们自己收到了反馈一样。确认性因子分析（CFA）支持FPQ的结构有效性及其对于同伴反馈的两种类型，性别，四个年级水平和两个轨迹的不变性。同伴反馈的感知公正性是改善和影响意愿的强有力的积极预测因素，而同伴反馈的感知有用性和接受度在预测改善和影响意愿方面表现出更为复杂的模式。