本研究旨在开发一个基于理论和数据的初中生英语学习反馈素养量表，并验证它是否可靠有效。自2012年学生反馈素养概念的提出，学生反馈素养成为了测评领域的热门主题。目前国内外关于学生反馈素养的研究主要集中在高校学生以及在职工作者，而语言测评领域主要围绕写作展开，对初中阶段学生反馈素养的研究比较欠缺，并且缺乏有效的测评工具，此外实证研究以及量表的论文语言多为英语。鉴于此本研究将基于我国初中生英语学习的实际情况，开发以英语学习为中心的学生反馈素养量表，并研究该量表的内部因子结构，以及验证开发的量表是否为评估初中生英语学习反馈素养可靠和有效的工具，为初中生在评价中促进自我发展提供支架。研究采用了如下步骤：

首先，确定初中生英语学习反馈素养的维度结构。经过文献综述、访谈，确定了认识并重视反馈、引发反馈的能力、处理反馈的能力、实施反馈的能力和管理情绪的能力的五个维度。

其次，开发设计初中生英语学习反馈素养量表。通过教师与学生访谈、德尔菲（Delphi）专家分析法、试测及数据分析，对维度下的题项进行了开发与修改，形成了最初版本的初中生英语学习反馈素养量表。

再次，对初中生英语学习反馈量表的效度进行检验，通过探索性因子分析，确定不合格的题项，验证结构效度并利用验证性因子分析确定因子模型。利用787份有效数据结合Rasch模型，对最终量表进行分析检验。

研究发现，初中生英语学习反馈素养量表有5个维度，包含21个题项。利用Rasch模型进行分析，量表的信度、效度和区分度比较理想（量表的被试信度和项目信度为0.86与0.98, 被试和项目的MNSQ值均在0.7-1.3区间内，被试区分度和项目区分度分别2.46和7.2）。怀特图显示，学生的能力水平呈现正态分布，学生能力均值处于项目难度均值之上，被测量的大部分初中生具有良好的学生反馈素养。本研究符合学生反馈素养的发展趋势，既对初中生反馈素养的研究具有启示意义，又对英语学习中的初中生反馈素养的培养具有现实意义。

Based on literature and data, this study aims to design a feedback literacy scale for junior high school students in English language learning, and to verify whether this scale is reliable and valid. Since the introduction of the concept of student feedback literacy in 2012, it has become a popular topic in the assessment field. At present, research on it at home and abroad is mainly focused on students in universities as well as on in-service workers, while the field of language assessment is focused on writing. Research on student feedback literacy at junior high school level is devoid. Effective measurement instruments are also in shortage. In view of this, this study wants to develop an English learning-centred student feedback literacy scale based on the actual situation of English learning among junior high school students in China, and examine the internal factor structure of the scale, as well as verify whether the scale is reliable and valid, so as to provide a scaffold for junior high school students. The following steps are used in the study:

First, the dimensional structure of English learning feedback literacy among junior high school students is identified. After a literature review, interviews, five dimensions are identified. They are the ability to recognize and value feedback, the ability to elicit feedback, the ability to process feedback, the ability to implement feedback and the ability to manage emotions and affects.

Secondly, a Student Feedback Literacy Scale of English Learning for Junior High Students is developed. Through Delphi expert analysis, interviews, trial tests, official trial and data analysis, the questions under the 5 dimensions are developed and modified to form the initial version.

Thirdly, the validity of the student feedback literacy scale for junior high school students of English learning is tested by Exploratory Factor Analysis to identify misfit question items. The structural validity and the factor model are determined through Confirmatory Factor Analysis. The final scale is analyzed and tested by using the Rasch model with 787 valid data.

The study finds that this scale has five dimensions with 21 items. Using the Rasch model, the reliability, validity and discrimination of the scale are satisfactory (person reliability and item reliability of 0.86 and 0.98, MNSQ values for both person and item in the range of 0.7-1.3, and person discrimination and item discrimination of 2.46 and 7.2 respectively). The students' ability levels show a normal distribution, with the mean of students' ability above the mean of item difficulty, and the majority of junior high school students measured possess favourable student feedback literacy. This study is in line with the development trend of students' feedback literacy, and has both enlightening implications and practical implications for the study of Feedback Literacy among junior high school students in English language learning.