Diseño y validación del cuestionario de percepción del profesorado de educación primaria sobre el aprendizaje del alumnado basado en competencias (#ICOMpri2)

Translated title of the contribution: Design and validation of the questionnaire of perception of elementary education teachers about student competency-based learning (#ICOMpri2)

Lourdes Meroño, Antonio Calderón, José Luis Arias-Estero, Antonio Méndez-Giménez

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this paper was to design and to validate a questionnaire of perception of elementary education teachers from third to sixth grade about student competency-based learning. Eight dimensions were established corresponding to the eight key competences in the initial creation of the instrument (Royal Decree 1513/2006). In the content validity, experts (n = 35) appreciated the construct, the dimensions and the questionnaire items. The results of the statistical analysis of the items showed adequate comprehension validity of participants (n = 45 teachers). In the construct validity (n = 255 teachers), the results showed correct psychometric quality, internal consistency, reliability and the adequacy of the structural model. The reliability coefficients showed a valid and reliable version of questionnaire consisting of 24 items. The instrument had evidence of external validity, since the results were congruence with research main findings. It is important to note the high perception of the elementary teachers from third to sixth grade in terms of student competency-based learning.

Translated title of the contributionDesign and validation of the questionnaire of perception of elementary education teachers about student competency-based learning (#ICOMpri2)
Original languageSpanish
Pages (from-to)215-235
Number of pages21
JournalRevista Complutense de Educacion
Volume29
Issue number1
DOIs
Publication statusPublished - 2018

Keywords

  • Academic achievement
  • Assessment instrument
  • Key competences
  • Psychometrics
  • Teachers
  • Teaching-learning process

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