Development and validation of the high school students' Mathematics Discourse Feedback Skills Scale (MDFSS)

This study aimed to develop an instrument for assessing high school students' mathematics discourse feedback skills (MDFS) in order to measure their feedback literacy performance in mathematics. First, the researcher constructed a theoretical framework of MDFS, including comparative analysis, expressing communication, mathematical reasoning, monitor and adjust, diagnostic evaluation, and implementation capacity, through literature review, and designed the mathematics discourse feedback skills scale (MDFSS) questions accordingly. Subsequently, 9 experts conducted two rounds of content validity tests on the theoretical framework and scale questions, while 32 high school student volunteers conducted surface validity tests. Then, 273 high school students participated in the item analysis of the scale. Ultimately, 1681 high school students assessed the structural validity of the scale. In these assessments, exploratory factor analysis was conducted on 841 high school students, and confirmatory factor analysis with first-order and second-order models was conducted on 840 students. The study also conducted reliability, validity, and measurement invariance tests on the survey questionnaire. Based on the results of these analyses, the researcher confirmed that the final version of the scale consisted of 24 items. The results of the study indicated that the scale provided a valid evidence for measuring the MDFS of high school students. The study is of great significance to academic and educational practice, as it not only deepens the research on student feedback literacy in mathematics, but also provides a valuable reference tool for improving the academic quality of mathematics among high school students in China and other Asian countries.