Feedback literacy is gaining recognition as a key concept for understand­ing how engage with and learn from feedback in higher education. This study presents validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimensions—feedback attitudes and feedback practices—in German, English, and Turkish. We developed both a full-length and a short-form version (SFLI-S). Using confirmatory factor analyses on differ­ent student samples (Ntotal= 1424), we confirmed the two-factor structure across languages, supporting the model of feedback literacy comprising of attitudinal and behavioral components. Associations with related constructs further support the instrument’s convergent validity. As a psycho­metrically sound, multilingual instrument, the SFLI can facilitate cross-cultural feedback literacy research and provide a valuable tool for research and educational practice. The SFLI-S offers an economical alter­native, enabling wider integration into studies on how students engage with feedback.

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