Factors related to teaching quality: a validated questionnaire to assess teaching in Spanish higher education
1. Introduction 2. Method 3. Results 4. Conclusions Disclosure statement Additional information References Full Article Figures & data References Citations Metrics Licensing Reprints & Permissions View PDF View EPUB Abstract Quality in higher education requires the evaluation of the teaching...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/30326 |
| Acceso en línea: | http://hdl.handle.net/10578/30326 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Educational quality Questionnaires Validity Reliability Teaching assessment Educación más alta Calidad educativa Cuestionarios Validez Fiabilidad Evaluación de la enseñanza |
| Sumario: | 1. Introduction 2. Method 3. Results 4. Conclusions Disclosure statement Additional information References Full Article Figures & data References Citations Metrics Licensing Reprints & Permissions View PDF View EPUB Abstract Quality in higher education requires the evaluation of the teaching-learning and assessment methodologies used by the teachers, the adaptation of the students, as well as the resources used. To respond to this need, this study aims to analyze the validity and reliability of the Factors Related to Teaching Quality (FRTQ) questionnaire, developed for this research. The sample was obtained among Spanish undergraduate students (n = 291). Validation was performed by a content and construct analysis through a review of the literature on the dimensions of teaching, learning and assessment, in addition to obtaining the measure of sampling adequacy and a factor extraction. Reliability was determined by Cronbach’s alpha. The validity and reliability of the questionnaire was confirmed, and the factor analysis showed a six-factor structured model: Functions of the assessment; Attention to diversity, Clarity and control of the educational process; Learning resources; Teaching resources; Assessment resources. The conclusions indicate the importance of approaching some aspects of the educational process from the dimensions of teaching and learning at the same time due to their transversal nature, as well as the relevance of having a useful instrument to evaluate the processes of change and improvement of teaching in Spanish higher education. |
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