Adaptación y validación de un cuestionario para la caracterización de las prácticas evaluativas de los aprendizajes en educación superior PREVAPREDU Adaptación y validación de un cuestionario para la caracterización de las prácticas evaluativas de los aprendizajes en educación superior PREVAPREDU

Abstract

the instrument for collecting information from the study Perception of students and teachers on evaluative practices as a professional competence of teachers in three degrees from the Universidad El Bosque, Bogotá, Colombia PREVAPREDU. In this sense, the adaptation was carried out based on the level of training and the pedagogical approach. Then, it sought to determine the content validity, establish the construct validity of the instrument and indicate its stability and / or reliability. This research was developed under the methodological guidance of a convergent mixed study according to Creswell (2012), with a non-experimental, descriptive cross-sectional scope. It should be noted that the collection of information was carried out in a single moment for each unit of analysis. Two strategies were used: analysis of the data, which were applied to a sample of the population and review of the instrument by eleven experts, who had to assess it according to its clarity, relevance, relevance and exclusivity, on a four-level scale, on the components that constitute the conceptual bases of the instrument. They are the conception of learning evaluation, characteristics of the evaluation, actors in the evaluation process, content of the evaluation, moments for evaluation, procedures of the evaluation process, evaluation techniques and instruments, uses of the evaluation of learning and forms of feedback and lastly, evaluative skills. Cronbach's Alpha was 0.860 in teachers and 0.973 in students, optimal result for internal consistency; Regarding content validity, the result obtained in Kendall's W is 0.654 for teachers and 0.785 for students. Both values ​​indicate that there is a general trend, according to the criteria of the judges; As for the validity of the construct, the exploratory and confirmatory factor analysis was applied: in the Kaiser Meyer Olkin exploratory (kmo) it was obtained for teachers 0.714 and for students 0.923, values ​​close to 1, considered optimal,. The confirmatory one, allowed the relocation of the items in each of the dimensions, using the rotated components matrix, values ​​less than 0.500 were excluded as they were not significant. In this measure, PREVAPREDU is thought of as an adapted and validated resource to take a 360 ° view of the evaluative practices of teachers in the field of higher education.