Fiabilidad y validez de rúbricas para la evaluación de las competencias «Comunicación» y «Diseño y proyecto»

[EN] This paper addresses the analysis of reliability and validity of two rubrics developed by the Universitat Politècnica de València. This analysis is based on the assessment of the presentations made by first year students in EDEM University Center. With this aim, internal consistency and reliabi...

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Detalhes bibliográficos
Autores: Candela, Fernando, Egea, Lucía, Ferrándiz, Julia, García, Iván, García, Lorenzo, Gassó, Vicent, Ibáñez, Victoria, Irisarri, Aitziber, Nácher-Mestre, Jaime, Nieto, Armando, Sanz, Luis, Tejel, Jesús, Conchado Peiró, Andrea|||0000-0001-5222-5218
Formato: capítulo de livro
Fecha de publicación:2016
País:España
Recursos:Universitat Politècnica de València (UPV)
Repositorio:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:español
OAI Identifier:oai:riunet.upv.es:10251/105431
Acesso em linha:https://riunet.upv.es/handle/10251/105431
Access Level:acceso abierto
Palavra-chave:Educación superior
Enseñanza superior
Tecnologías y educación
Innovación educativa
Rúbricas
Competencias
Fiabilidad
Validez
Aprendizaje orientado a proyectos
Descrição
Resumo:[EN] This paper addresses the analysis of reliability and validity of two rubrics developed by the Universitat Politècnica de València. This analysis is based on the assessment of the presentations made by first year students in EDEM University Center. With this aim, internal consistency and reliability measures have been computed and construct validity has been examined for both rubrics through exploratory and confirmatory factor analysis. Results showed that the rubric for the evaluation of ‘Design and project’ can be applied to the assessment of these projects, whereas the rubrics for the evaluation of ‘Communication’ may not be adequated for this context. From a practical point of view, these results have relevant implications for higher education professors involved in the assessment of project - based learning. Meanwhile, these findings have revealed that the analysis of reliability and validity of assessment instruments is essential, when they are applied in different contexts.

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