Revista Iberoamericana de Evaluación Educativa最新文献

{"title":"Construcción y Validación de Instrumentos para la Evaluación de la Práctica Pedagógica en Educación Básica del Estado de Yucatán","authors":"Omar Hernández, Wilson Jesús Pool Cibrián","doi":"10.15366/RIEE2018.11.1.002","DOIUrl":"https://doi.org/10.15366/RIEE2018.11.1.002","url":null,"abstract":"La evaluacion de la practica pedagogica supone la observacion y verificacion del quehacer pedagogico del docente, tanto dentro como fuera del aula: fuera del aula rescata los elementos propios de la planeacion didactica, mientras que dentro se refiere al aspecto de la clase como tal y la dinamica de la misma. Aunado a lo anterior, se ha considerado la reflexion del docente sobre su propia practica pedagogica como un elemento para su mejora y desarrollo. El presente trabajo tiene como proposito la construccion y validacion de instrumentos para la evaluacion de la practica pedagogica en las asignaturas academicas de Educacion Basica en el Estado de Yucatan. Para esto, se contemplo la participacion de las figuras del supervisor, director y docente de Educacion Basica del Estado de Yucatan, los cuales integraron Comites de trabajo en diferentes momentos del proceso de construccion. Los resultados psicometricos obtenidos y los resultados del grupo de enfoque proporcionan evidencia de instrumentos de medicion que cumplen con los requerimientos de validez y confiabilidad para ser implementados en los niveles y modalidades planteadas. Palabras clave: Validacion de instrumentos; Instrumentos de evaluacion; Evaluacion formativa; Evaluacion de profesores; Practica pedagogica; Educacion basica; Personal docente. Construction and Validation of Instruments for the Evaluation of Pedagogical Practice in Elementary Educational Level of the State of Yucatan The evaluation of pedagogical practice involves monitoring and verification of pedagogical work of teachers, both inside and outside the classroom: outside the classroom rescues the elements of educational planning, while in the classroom refers to the aspect of the class as such and dynamics thereof. In addition to this, it is considered the teacher reflection on their own teaching practice as a potentiating element of its improvement and development. This article describes the construction and validation of educational measurement instruments for evaluating teaching practice in academic subjects in elementary educational level in Yucatan. Participated supervisors, directors and teachers of elementary educational level in Yucatan, which integrated working committees at different times of the construction process. Psychometric and focus group results provide evidence of measuring instruments that complied the necessary requirements of validity and reliability to be implemented in the levels and types programmed. Keywords: Instruments validation; Evaluation instruments; Formative evaluation; Teacher evaluation; Teaching practice; Elementary educational level; Teacher.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131120255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estilos de Enseñanza y Representaciones sobre Evaluación y Aprendizaje","authors":"C. Mazzitelli, A. Guirado, María Julieta Laudadío","doi":"10.15366/RIEE2018.11.1.004","DOIUrl":"https://doi.org/10.15366/RIEE2018.11.1.004","url":null,"abstract":"En este articulo presentamos los resultados obtenidos en una investigacion realizada con docentes de Ciencias Naturales con el objetivo de identificar y analizar sus representaciones sociales (RS) sobre evaluacion y aprendizaje. Trabajamos a partir de dos tecnicas de recoleccion de datos, un cuestionario con formato de escala Likert en la que los profesores manifestaron su opinion en relacion a cada una de las afirmaciones incluidas y dos preguntas abiertas en las que solicitamos que definieran desde su opinion que es evaluacion y que es aprendizaje. La investigacion realizada nos ha permitido no solo caracterizar cada una de las RS -sobre aprendizaje y evaluacion-, sino que hemos estudiado de manera conjunta estas representaciones, pudiendo observar las relaciones entre sus elementos y las vinculaciones con los estilos de ensenanza. Es decir, identificamos las RS de aprendizaje y de evaluacion que subyacen a los estilos de ensenanza que guian la practica docente en el aula. A partir de estos resultados consideramos necesario favorecer en los docentes procesos de reflexion que contribuyan a identificar los supuestos que subyacen a los estilos de ensenanza que guian su practica en el aula y las implicancias en el aprendizaje de sus alumnos.Palabras clave: Psicologia social; Estilos de ensenanza; Evaluacion; Aprendizaje; Formacion de profesores; Ciencias Naturales. Teaching Styles and Representations about Evaluation and LearningThis article presents the results obtained from a research carried out with teachers of Natural Science with the aim of identifying and analyzing their social representations (SR) about evaluation and learning. Two techniques of data collection, a Likert scale format questionnaire and two open questions were used. In the questionnaire, teachers were asked their opinions on the included statements, while the open questions asked about their definition of evaluation and learning. The results have not only allowed to characterize each SR about evaluation and learning, but also to study together both representations, making relations between them and linking them to the teaching styles. That is, we identified the SR about evaluation and learning that underlie the teaching styles that guide the classroom practice. From these results we believe it is necessary to favor reflection processes which contribute to the identification of the assumptions that underlie the teaching styles in the classroom and the implications on the students learning process.Keywords: Social Psychology; Teaching styles; Evaluation; Learning; Teacher training; Natural Science.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129620951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efecto de la Integración de las Artes Visuales en el Desarrollo de la Lectura y la Escritura","authors":"W. Martínez, Jaime Ortiz-Vega","doi":"10.15366/riee2018.11.1.005","DOIUrl":"https://doi.org/10.15366/riee2018.11.1.005","url":null,"abstract":"La educacion actual enfrenta grandes desafios. Anualmente, en Puerto Rico, gran parte de los estudiantes toman pruebas estandarizadas en las que deben demostrar dominio de las competencias en el area academica de espanol, entre otras. Este articulo presenta una investigacion cuyo proposito fue determinar el efecto de la integracion de las artes visuales, durante diez semanas, en el desarrollo de las destrezas de lectura y escritura en estudiantes de tercer grado de escuelas publicas del suroeste de Puerto Rico. Se utilizo un enfoque cuantitativo con un diseno cuasi-experimental para determinar la diferencia entre: las puntuaciones de la posprueba de lectura y de escritura, respectivamente, de los estudiantes a los que se le aplico el tratamiento y a los que no se le aplico; las puntuaciones de la preprueba y la posprueba de lectura y de escritura, respectivamente, obtenida por los estudiantes de cada grupo. La muestra de 21 estudiantes de tercer grado se selecciono por conveniencia, en dos escuelas similares. De estos, 14 formaron parte del grupo control (GC) y 17 del grupo experimental (GE). Los datos se recolectaron mediante la pre y posprueba de lectura y la pre y posprueba de escritura creada por la investigadora. La informacion recopilada se analizo mediante estadistica inferencial parametrica (t test, ANOVA, regresion lineal) y estadistica no parametrica (Mann Whitney, Wilcoxon). Los resultados evidenciaron diferencias significativas entre GC y GE, en los promedios de las puntuaciones de las prepruebas y de las pospruebas de lectura y escritura, respectivamente. Estos hallazgos sugieren que la integracion de las artes visuales tuvo un efecto significativo en el desarrollo de las destrezas de lectura y escritura. Palabras clave: Pruebas estandarizadas; Destrezas del lenguaje; Desarrollo de lectura; Destrezas de escritura; Educacion en arte; Estrategias de aprendizaje. Effect of the Integration of Visual Arts in Reading and Writing Skills Today’s education faces major challenges. Annually, in Puerto Rico, most of the students take standardized tests in which they must demonstrate mastery in the competences in the academic area of Spanish, among others. This article presents an investigation whose purpose was determine the effect of the integration of visual arts, for ten weeks, in the development of Reading and writing skills in third grade students in public schools in southwest of Puerto Rico. A quantitative approach was used with a quasi-experimental design to determine the difference between: the post-test scores of reading and writing, respectively, of the students to whom the treatment was applied and to whom it was not applied; the pre-test and post-test scores of reading and writing, respectively, obtained by the students of each group. The sample of 21 third graders was selected for convenience in two similar schools. Of these, 14 were part of the control group (CG) and 17 of the experimental group (EG). The data were collected throu","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130347919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Situación Actual de los Programas de Evaluación Académica de la Educación Superior Mexicana: Sus Efectos en el Trabajo Académico","authors":"Patricia Covarrubias-Papahiu","doi":"10.15366/RIEE2017.10.2.010","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.010","url":null,"abstract":"A casi tres decadas que entraron en vigor las politicas de evaluacion academica, derivadas de las politicas publicas del gobierno mexicano, cuyo proposito fue elevar la calidad educativa de la educacion superior, este ensayo tiene como proposito analizar su condicion actual, recuperar sus aciertos, desaciertos y paradojas que impactan las condiciones laborales y practicas de sus academicos. Para ello se hace un recuento de los programas de evaluacion e incentivos a la productividad academica, y se recuperan los hallazgos de varias investigaciones que indagan, desde la propia perspectiva de los actores, su situacion actual para discutirlos a la luz del debate que sobre el tema se ha publicado. Se concluye que aun quedan pendientes acciones institucionales que vinculen la evaluacion academica con el desarrollo profesional de los docentes y el mejoramiento en la calidad de la educacion superior, en tanto surgen otros temas emergentes que hoy requieren su atencion Palabras claves: Politicas gubernamentales, Politicas de la educacion, Educacion superior publica, Evaluacion docente, Programas de evaluacion, Trabajo docente, Desempeno docente, Incentivos. Current Situation of Academic Evaluation Programs in Mexican Higher Education: Its Effects on Academic Work Almost three decades that the academic evaluation policies, derived from the Mexican government's public policies, whose purpose was to raise the quality of higher education, came into force, this essay aims to analyze its current condition, recover its successes, mistakes and paradoxes that impact the working and practical conditions of its academics. In order to do so, the evaluation programs and incentives to academic productivity are recounted and the findings of several investigations are retrieved from the perspective of the actors themselves, in order to discuss them in the light of the debate about the Topic has been published. It is concluded that there are still pending institutional actions that link academic evaluation with the professional development of teachers and improvement in the quality of higher education, while other emerging issues arise that today require their attention Keywords: Government policies, Politics of education, Public higher education, Teacher evaluation, Programs evaluation, Teacher work, Teacher performance, Incentives.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122316261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La Evaluación Docente en Jaque: La Visión de los Funcionarios Universitarios","authors":"M. García, J. G. Garduño","doi":"10.15366/RIEE2017.10.2.009","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.009","url":null,"abstract":"El proposito de este articulo fue identificar las opiniones de los funcionarios universitarios de una institucion publica mexicana, acerca de la evaluacion docente. A partir de una investigacion cualitativa se retomo la propuesta teorico-metodologica de las representaciones sociales, ya que esta permite detectar esquemas subjetivos de percepcion, de valoracion y accion de los sujetos. La poblacion participante fueron diez funcionarios: la Rectora de la Universidad y nueve funcionarios de la Division de Diseno, a saber: el director de la Division de Ciencias y Artes para el Diseno, los cuatro jefes de departamento que la integran y los cuatro coordinadores de las licenciaturas. Se realizaron entrevistas en profundidad con cada uno de los funcionarios. Se sistematizo y analizo la informacion empirica, para ello se utilizo el analisis de contenido, destinado a formular, a partir de ciertos de los datos, inferencias reproducibles y validas, Los resultados indican que los funcionarios universitarias no tienen una conceptualizacion clara sobre la evaluacion docente, mas bien han logrado identificar los distintos usos que a esta se le atribuyen entre los cuales senalan: que la evaluacion docente es sinonimo de los cuestionarios estudiantiles, una rutina burocratica, parte de una remuneracion economica, evaluacion que es rechazada por los alumnos. Representaciones que en su gran mayoria los funcionarios estan en desacuerdo, a pesar de que son autoridades responsables de dirigir las politicas de evaluacion en esta universidad. Palabras clave: Funcionarios universitarios, Evaluacion del profesorado, Evaluacion sumativa, Representaciones sociales. Teacher Evaluation in a Tight Spot: The Vision of University Administrators The purpose of this paper was to identify the opinions of administrators of a Mexican public university about the evaluation of teaching. Based on a qualitative research design Social Representation theoretical-methodological approach was employed. Social representation approach was used in order to pinpoint subjective schemes of perception, value and action of subjects of the study. Participated in this study 10 university administrators as follows: one university president, one dean, four chairpersons, and four major coordinators of the Sciences and Art of Design Division. Empirical data was analyzed through content analysis in order to produced, based on data, valid consistent inferences. Results indicated that university administrators have not a clear conception of what teaching evaluation is. Rather they are inclined to define teaching evaluation associated to their multiple uses: teaching evaluation as student rating questionnaire; as bureaucratic routine, as salary bonus. Administrators stated that students reject teaching evaluation. University administration social representations also indicate that they disagree with teaching evaluation, in spite that they are in charge of implementing it at the institution. Keywords : Universit","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124557573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Avaliando a inserção de egressos de cursos de graduação da área de tecnologia da Informação no mercado de trabalho regional brasileiro: Um estudo em campi de cidades do interior","authors":"Maria Simone Mendes Nune, A. S. Lima, Wagner Bandeira Andriola, João Fereira de Lavor, Francisco Erivelton Fernandes de Aragão","doi":"10.15366/RIEE2017.10.2.007","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.007","url":null,"abstract":"A politica de expansao das Universidades Brasileiras para o interior foi uma tendencia nos ultimos anos. O presente artigo apresenta os resultados de uma investigacao que avaliou o processo de insercao laboral de egressos dos cursos da area de Tecnologia da Informacao (TI) dos campi de interior da Universidade Federal do Ceara (UFC). Foram identificadas as facilidades e dificuldades que os 102 egressos respondentes (68,9% do universo) encontraram ante o mundo do trabalho, revelando uma dificuldade para a insercao laboral nos mercados regionais. A principal contribuicao do trabalho foi a analise da estreita relacao entre universidade, qualificacao profissional, mercado de trabalho e desenvolvimento regional.Palavras chave: Ensino Superior, Egressos, Tecnologia da Informacao, Insercao laboral, Desenvolvimento Regional. Evaluating the Admission of Graduates of Information Technology Courses on Brazilian Regional Labor Market - A Study in Campi of Cities of InteriorThe expansion of Brazilian Universities policy for the interior has been a trend in recent years. This paper presents the results of a study that evaluated the job placement of graduates from Information Technology (IT) undergraduate courses of the Federal University of Ceara (UFC), Brazil. We identified which facilities and difficulties that 102 graduates surveyed (68.9% of the universe) met at the labor world and our results indicated the difficulty of labor insertion in regional markets. This research sought to contribute to the analysis of the close relationship between university, vocational training, labor market and regional development.Keywords: Higher Education, Graduates, Technology of Information, Labor insertion, Regional Development.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128940706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La autoestima en alumnos de 3º a 8º básico. Una mirada por nivel de escolaridad y género","authors":"T. Orrego, N. Müller, M. García","doi":"10.15366/RIEE2017.10.2.006","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.006","url":null,"abstract":"La autoestima es una de las areas mas significativas para el bienestar emocional, la adaptacion social y la productividad. Se reportan resultados de un estudio cuyo objetivo fue evaluar la autoestima de estudiantes de ensenanza basica (3o a 8o), a traves del instrumento estandarizado en Chile TAE-Alumno ( Marchant, Haeussler y Torretti, 2002) y profundizar en las diferencias por nivel de escolaridad  y genero. Participaron 5161 ninos chilenos de 3o a 8o basico, pertenecientes a 10 colegios particulares subvencionados de la Region Metropolitana. Se encontraron diferencias significativas en los niveles de autoestima entre los nivel de escolaridad evaluados, observandose una baja a medida que aumenta la escolaridad. Tambien se encontraron diferencias significativas por genero, apareciendo en 6o basico y acentuandose en 7o y 8o basico a favor de los hombres. Se reconoce la necesidad de que las comunidades educativas esten atentas a las diferencias por nivel de escolaridad y por genero haciendo intervenciones en los periodos que resultan mas criticos en la construccion de la identidad. Se argumenta que los colegios, desde su influencia en la socializacion de los estudiantes, estan en una posicion privilegiada para favorecer el desarrollo de una autoestima positiva. Palabras clave: Autoestima, Genero, Nivel de escolaridad, Socializacion, Aprendizaje socioemocional. Self-esteem in Students of 3th to 8th Grade. A Review by School Grade and Gender Self-esteem is one of the most significant areas for emotional well-being, social adaptation and productivity in life. The results of this study, whose goal was to evaluate the self-esteem of elementary and middle school students, with a standarized test of self-esteem TAE-Alumno ( Marchant, Haeussler y Torretti, 2002) and to analize  the sample stratified by school grade  and gender, are reported. Participants were 5161 Chilean children of 3th to 8th grade, who belong to 10 schools in the Metropolitan Region. Significant differences of self-esteem in the different school grades evaluated were found. A drop in self-esteem as school grades increase, was recorded. Gender differences were also significative from 6th grade and became more significant in 7th and 8th grade, on behalf of boys. The study recognizes the need for schools to be aware of the differences by school grade and gender, in order to intervene in critical periods of the construction of personal identity. Schools are a source of influence on student’s socialization, so they are in a unique position to promote the development of positive self-esteem. Keywords: Self-esteem, Gender, Socialization, School grade, Socioemotional development.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129797470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tradução e Ferramenta de Validação de Conteúdo de Avaliação do Ensino pelos Alunos","authors":"Joice Trindade Silveira, J. Rocha","doi":"10.15366/RIEE2017.10.2.003","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.003","url":null,"abstract":"O Student Evaluation Educacional Quality (SEEQ) e um instrumento multidimensional de avaliacao do ensino pelos alunos. O objetivo deste trabalho foi realizar o processo de traducao e validacao de conteudo do SEEQ para o Brasil. O trabalho foi desenvolvido em quatro etapas: 1. Traducao reversa (back translation); 2. Consolidacao da revisao preliminar; 3. Validacao de conteudo da versao preliminar; 4. Teste piloto. Quatro tradutores participaram da primeira etapa, dois realizando a traducao do ingles para o portugues e dois do portugues para o ingles. Os itens foram analisados por um comite para a obtencao de uma versao preliminar e, posteriormente, foram avaliado por especialistas quanto aos criterios de clareza de linguagem, pertinencia pratica, relevância teorica e dimensao. A versao preliminar apresentou muitos itens com coeficiente de validade de conteudo (CVC) abaixo do ponto de corte, sendo, por isso, adaptado e reavaliado. Apos as modificacoes, o instrumento apresentou CVC satisfatorio (igual ou maior a 0,80) nos tres criterios independentes e no instrumento como um todo. O coeficiente Kappa do criterio dimensao foi moderado (0,544). Apos o teste piloto, o instrumento esta apto a aplicacao em pesquisas. Futuramente, para sua aplicacao pratica, e necessario que sejam investigadas as caracteristicas psicometricas da escala.Palavras-chave: Avaliacao de cursos, Metodos de avaliacao, Avaliacao institucional, Avaliacao da atividade docente pelos estudantes. Translation and Validation Content of Instrument for Students’ Evaluation of TeachingStudent Evaluation of Educational Quality (SEEQ) is a multidimensional instrument to evaluate the teaching quality. The aim of this study was the translation and content validation process of SEEQ for Brazil. The study was done in four steps: 1. Back translation; 2. Consolidation of the preliminary version; 3. Content validation of preliminary version; 4. Pilot test. Four translators participated in the first stage, two performing the translation from English to Portuguese language and two from Portuguese to English. Items were reviewed by a committee to obtain the preliminary version of the instrument and then they were evaluated by experts in clarity of language, practical relevance, theoretical relevance and dimension criteria. The preliminary version presented many items with content validity coefficient (CVC) below the cut-off value, and therefore it was adapted and re-evaluated. After the modifications, the instrument presented satisfactory CVC (?0.80) at both three criteria and the whole instrument. The Kappa coefficient dimension criteria was moderate (0.544). After the pilot test, the instrument is able to use in research. For practical application, however, it is necessary that the psychometric characteristics of the scale are still investigated.Keywords: Course evaluation, Evaluation criteria, Evaluation method, Institutional evaluation, Student evaluation of teacher performance.","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127643533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El Impacto de la Acreditación en la Mejora de la Calidad de los Programas Educativos que Ofrece la Universidad Autónoma de Tamaulipas: Un Estudio de Caso","authors":"Erik Márquez de León, Zulma Raquel Zeballos Pinto","doi":"10.15366/RIEE2017.10.2.004","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.004","url":null,"abstract":"El objetivo de esta investigacion consiste en buscar evidencias sobre si la acreditacion ha tenido un impacto significativo en la mejora de la calidad de los programas educativos que ofrece la Universidad Autonoma de Tamaulipas, y si este proceso ha impulsado cambios institucionales para hacer sustentable la calidad educativa, ampliar la responsabilidad social de la institucion, producir conocimiento para el desarrollo sustentable y contribuir al transito hacia una de las sociedades del conocimiento en Tamaulipas. Se trata de un estudio de caso con enfoque cuantitativo y alcance descriptivo. De acuerdo al muestreo, se analizo 10 (24%) programas educativos acreditados en distintos campos del conocimiento. Para ello fue necesario, conocer la percepcion de los directivos/gestores, profesores de tiempo completo y estudiantes de los programas educativos acreditados seleccionados como representativos de la universidad, a traves de un cuestionario disenado para cada uno de estos actores en relacion al impacto de la acreditacion en la mejora de la calidad de los programas academicos de grado en los que se desenvuelven. Considerando algunos aspectos tales como: calidad, calidad educativa, gestion institucional y gestion de la calidad. Los resultados y conclusiones muestran que la percepcion de los actores indica que la acreditacion ha tenido un impacto parcial en los programas educativos. Palabras clave: Educacion superior, Programas educativos, Acreditacion, Impacto, Mejora de la calidad, Calidad educativa. The Impact of Accreditation on Improving the Quality of Educational Programs Offered by the Autonomous University of Tamaulipas: A Case Study The objective of this research is to look for evidence on whether accreditation has had a significant impact on improving the quality of educational programs offered by the Autonomous University of Tamaulipas, and if this process has prompted institutional changes to make educational quality sustainable, expand the social responsibility of the institution, producing knowledge for sustainable development and contribute to the transition to a knowledge society in Tamaulipas. It is a case study with a quantitative approach and inferential descriptive scope. In the sample, 10 (24%) accredited educational programs in different fields of knowledge were analyzed.  In order to do this, it was necessary to know the perception of executives / managers, full-time teachers and students of accredited educational programs selected as representative of the university through a questionnaire designed for each of these actors regarding the impact of accreditation in the improvement of the quality of their respective academic degree programs. Aspects such as quality, educational quality, institutional management and quality management were considered. The findings and conclusions show that the perception of the actors indicates that accreditation has had a partial impact on educational programs. Keywords: Higher education, Educat","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133134612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluación Ciudadana de Competencias Básicas de Lectura y Aritmética y Análisis de Factores Asociados en Yucatán, México","authors":"Samana Vergara-Lope Tristán, Felipe J Hevia, Víctor Rabay","doi":"10.15366/RIEE2017.10.2.005","DOIUrl":"https://doi.org/10.15366/RIEE2017.10.2.005","url":null,"abstract":"Introduccion: No se cuenta con suficiente informacion respecto del nivel de competencias basicas de lectura y aritmetica en el estado de Yucatan, a pesar del desarrollo de las evaluaciones de logro educativo en Mexico. Tampoco existen analisis sobre factores individuales, familiares y sociales asociados a la adquisicion de estas competencias en esa entidad. Metodo: se entrevistaron 1397 sujetos entre 5 y 16 anos en una muestra representativa de hogares en Yucatan (N=1009). Se aplico el instrumento Medicion Independiente de Aprendizajes y una encuesta sobre variables asociadas con tres apartados: 1) datos socioeconomicos y capital cultural educativo; 2) discapacidad y sintomas de salud mental; 3) datos generales y escolares de ninos, ninas, adolescentes y preguntas sobre motivacion. Resultados: existe alta cobertura escolar, pero se encuentra un porcentaje importante de sujetos con problemas de comprension inferencial, dificultades en la resolucion de problemas matematicos basicos y uso de operaciones como la resta y la division. Condiciones de discapacidad, motivacion escolar, la lengua materna, el capital cultural escolar y acceso a bibliotecas publicas se asocian con estos resultados. Discusion y conclusiones: es necesario implementar politicas especificas para fortalecer las competencias basicas de lectura y aritmetica en Yucatan, asi como fomentar la medicion de estas competencias usando evaluaciones alternativas y ciudadanas como las presentadas aqui. Palabras clave: Evaluacion alternativas, Logro academico, Factores asociados, Examen oral, Competencias. Citizen-Led Assessment of Achieve Literacy and Numeracy and Performance Factors Analysis in Yucatan, Mexico Introduction: We do not have specific information about the level of literacy and numeracy in the state of Yucatan, despite the development of educational evaluation in Mexico and analysis of individual, family and social factors that influence these results in these State were not found. Method: 1397 subjects between 5 and 16 years were interviewed in a representative sample of households in Yucatan (N = 1009). We applied the “Independent Learning Measurement” (MIA); a questionnaire related with demographic and socio-economic data and educational cultural capital; and a disability and mental health symptoms survey, a motivation's questions and a survey related with school behavior. Results: High school coverage exists. There is a significant percentage of subjects with inferential comprehension problems, in solving problems and use basic mathematical operations such as subtraction and division. Similarly, there are individual, family, and social influences, such as motivation and different languages influences. Cultural-School capital and access to public libraries associated significantly with results identified. Discussion and conclusions: it is necessary to implement specific policies to strengthen basic skills of literacy and numeracy in Yucatan, and promote measurement of these c","PeriodicalId":166932,"journal":{"name":"Revista Iberoamericana de Evaluación Educativa","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126270157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}