<p>Peer feedback has the potential to contribute to a transformation of the feedback culture in higher education. The disposition of students for peer feedback is a crucial factor for the successful implementation of peer feedback. In earlier work we have developed through a mixed-method sequential research approach an initial instrument to measure the peer feedback orientation of students. The current study has the goal produce further evidence for the validity of the factor structure of the initial instrument, compare competing models and to cross-validate the model across samples and sub-populations. For this purpose, the Peer feedback Orientation instrument (PFOS) has been implemented in a mandatory course on media education in the teacher education program of the institution of the first author. 269 students have participated in the study. A confirmatory factor analysis has confirmed the measurement model from an earlier exploratory factor analysis. A competing two-factor model focusing on the role-change in peer feedback processes could not achieve comparable benchmarks. A test of measurement invariance and a retesting of this measurement provides further evidence of the validity of the internal structure. These results show that the peer feedback orientation scale is a robust measure for students in higher education and that peer feedback orientation is a promising area for future research. By providing an empirically supported measurement model, the study offers a theoretically grounded framework for examining how students’ orientations toward peer feedback shape their participation in feedback activities. This framework may help to explain variability in peer-feedback engagement and outcomes observed in higher education settings and thus contributes to the broader effort to better understand the learner dispositions that support effective feedback processes.</p>