Factorial Validity of a Questionnaire to Evaluate University Students' Initial Perception of Learning Evaluation

Autor/inn/en	Doménech-Betoret, Fernando; Fortea-Bagán, Miguel Angel
Titel	Factorial Validity of a Questionnaire to Evaluate University Students' Initial Perception of Learning Evaluation
Quelle	In: Electronic Journal of Research in Educational Psychology, 13 (2015) 3, S.569-586 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.37.14113
Schlagwörter	College Students; Student Attitudes; Questionnaires; Factor Analysis; Test Validity; Foreign Countries; Group Discussion; Psychometrics; Test Reliability; Evaluation Methods; Student Evaluation; Correlation; Spain + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Fragebogen; Faktorenanalyse; Testvalidität; Ausland; Gruppendiskussion; Psychometry; Psychometrie; Testreliabilität; Schulnote; Studentische Bewertung; Korrelation; Spanien
Abstract	Introduction: Education research has clearly verified that a student's perception of the system to evaluate the subject matter will play a fundamental role in his/her implication (deep approach vs. surface approach) in the teaching/learning process of the subject matter. The present work aims to examine the factorial validity and reliability of a scale to evaluate university students' perceptions when the academic year starts of the evaluation system of the subject matter to be taught. Method: A scale was created from debates organised with, and reflections made, in discussion groups during a seminar on education evaluation at the Universitat Jaume I. It was run by the Unitat de Suport Educatiu (Education Support Unit) in academic years 2012/13 and 2013/14, and 18 teachers participated who taught the various subject matters and degrees. A questionnaire was administered to a study sample of 435 university students who studied different matters and degrees. Results: The results from a confirmatory factorial analysis and Cronbach's alpha revealed that: a) the questionnaire had a three-dimensional structure; that is, it consisted in three independent factors that refer to three important constructs of the evaluative quality of learning; b) it had good psychometric properties for validity and reliability. Conclusion: The practical implications that can derive from using this instrument in the university context are discussed herein. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01