Assessing Education Research Training: Scale Design and Validation
DOI:
https://doi.org/10.15359/ree.25-1.3Keywords:
Education research, research-teaching relationship, training of researchers, measurement scale, evaluation instruments, competency evaluationAbstract
The article presents the results of a study whose purpose was the design and validation of a scale to evaluate education research training. The study was based on the Item Response Theory (IRT) mathematical model, with adaptation to Guttman’s cumulative scale. The levels of scientific research were considered to conduct the study in the following phases: 1) exploratory phase (content validity) by means of theoretical sampling, semi-structured interviews, and focus groups; 2) descriptive stage (construct validity) through the Delphi method; 3) analytical phase (consistency); 4) explanatory stage (R & R analysis) through the application of the scale in mention. Nineteen professors-researchers, five graduates of the degree program, and 26 students of research training participated in the study. Theoretical-contextual argumentation, classification of reagents in hierarchical conglomerates, concordance measures, internal consistency indices, and stability analysis allowed to establish the validation of the scale. The execution of the scale through constructs, reagents, and binary differential indicators provides a valuable approach to evaluating research training processes, taking into account the dimensions of knowledge, doing, and being. In essence, the study’s findings seek to contribute to strengthening education research around its assessment.
References
Agencia Nacional de Evaluación de la Calidad y la Acreditación. (2013). Guía para la redacción, puesta en práctica y evaluación de los resultados del aprendizaje. Autor. https://goo.gl/8Dg2Aa
Aular de Durán, J., Marcano, N. y Moronta, M. (2009). Competencias investigativas del docente de educación básica. Revista Laurus, 15(30), 138-165. https://www.redalyc.org/pdf/761/76120651007.pdf
Balbo, J., Pacheco, M. y Rangel, Z. (2015). Medición de las competencias investigativas en los docentes adscritos al departamento de ciencias sociales de la Universidad Nacional Experimental del Táchira. Aibi Revista de Investigación, Administración e Ingeniería, 3(2), 27-35. https://doi.org/10.15649/2346030X.513
Colás Bravo, M. P., Buendía Eisman, L. y Hernández Pina, F. (Coords.). (2009). Competencias científicas para la realización de una tesis doctoral. Guía metodológica de elaboración y presentación. Davinci.
Consejo Nacional de Acreditación. (2013). Lineamientos para la acreditación de programas de pregrado. Autor. https://goo.gl/JXiDaC
Córdoba, M. E. (2016). Reflexión sobre la formación investigativa de los estudiantes de pregrado. Revista Virtual Universidad Católica del Norte, 47, 20-37. https://goo.gl/dCQ11U
Correa Bautista, J. E. C. (2009). Medición de las competencias investigativas en docentes de fisiología: Una aproximación empírica. Revista de la Facultad de Medicina, 57(3), 205-2017. https://revistas.unal.edu.co/index.php/revfacmed/article/view/14378/15172
Da Cunha, M. I. (2015). Investigación y docencia: Escenarios y senderos epistemológicos para la evaluación de la educación superior. REDU: Revista de Docencia Universitaria, 13(1), 79-94. https://doi.org/10.4995/redu.2015.6447
Fischer, G. H. y Ponocny-Seliger, E. (1998). Structural rasch modeling, Handbook of the usage of LPCM-Win 1.0. Progamma.
Fleiss, J. L. (1981). Statistical methods for rates and proportions. John Wiley and Sons.
Fleiss, J. L. y Cohen, J. (1973). The equivalence of weighted kappa and the intraclass correlation coefficient as measures of reliability. Educational and Psychological Measurement, 33(3), 613-619. https://doi.org/10.1177/001316447303300309
García Bejarano, A., Angarita, J. y Velandia, C. (2013). Implicaciones pedagógicas del uso de las TICs en la educación superior. Revista de Tecnología, 12(3), 36-56. 10.18270/rt.v12i3.1750
García-Gutiérrez, Z. del P. y Aznar-Díaz, I. (2019). El desarrollo de competencias investigativas, una alternativa para formar profesionales en pedagogía infantil como personal docente investigador. Revista Electrónica Educare, 23(1), 1-22. https://doi.org/10.15359/ree.23-1.15
González Campos, J., Carvajal Muquillaza, C. y Viveros Reyes, F. (2016). Coeficientes edumétricos para la validez y dificultad de un test: Propuesta. Estudios Pedagógicos, 42(3), 467-481. https://doi.org/10.4067/S0718-07052016000400025
González-Espino, Y. (2017). ¿Cómo evaluar la competencia investigativa desde la responsabilidad social universitaria? Revista Cubana de Educación Superior, 36(2), 4-13. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142017000200001
Hambleton, R. K., Swaminathan, H. y Rogers, H. J. (1991). Fundamentals of item response theory (2.a ed.). Sage publications.
Jaik Dipp, A. (2013). Competencias investigativas. Una mirada a la educación superior. Redie. https://www.academia.edu/8510103/Competencias_investigativas._Una_mirada_a_la_educaci%C3%B3n_superior
Mesías Maraví, T. R. y Frisancho León, A. F. (2013). Evaluación psicométrica y evaluación edumétrica. Investigación educativa, 17(31), 93-108. https://revistasinvestigacion.unmsm.edu.pe/index.php/educa/article/view/8027/7004
Pal, M., Roy, U. K., Sau, S. y Datta, S. (2014). Formation of a scale for evaluation of thesis quality in md curriculum in west bengal. Journal of Drug Delivery and Therapeutics, 4(3), 129-131. https://doi.org/10.22270/jddt.v4i3.865
Piña-Osorio, J. M. y Aguayo-Rousell, H. B. (2017). La ética en la investigación de posgrado. Revista Electrónica Educare, 21(2), 1-25. https://doi.org/10.15359/ree.21-2.12
Reiban Barrera, R. E. R., De la Rosa Rodríguez, H. y Zeballos Chang, J. M. (2017). Competencias investigativas en la educación superior. Revista Publicando, 4(10), 395-405. https://revistapublicando.org/revista/index.php/crv/article/view/439
Romero, S. J., Ponsoda, V. y Ximénez, C. (2006). Validación de la estructura cognitiva del test de signos mediante modelos de ecuaciones estructurales. Psicothema, 18(4), 835-840. https://goo.gl/QcjqLu
Rojas Granada, C. y Aguirre Cano, S. (2015). La formación investigativa en la educación superior en América Latina y el Caribe: Una aproximación a su estado del arte. Revista Eleuthera, 12, 197-222. 10.17151/eleu.2015.12.11
Supo-Condori, J. (2013). Importancia del empleo de la bioestadística en las investigaciones biomédicas actuales. Revista Médico-Científica “Luz y Vida”, 4(1), 63-64. https://www.redalyc.org/articulo.oa?id=325029251013
Valdés Cuervo, Á. A., Carlos Martínez, E. A. y Torres Acuña, G. M. (2018). Propiedades psicométricas de una escala para medir cibervictimización en universitarios. Revista Electrónica de Investigación Educativa, 20(4), 36-48. https://doi.org/10.24320/redie.2018.20.4.1841
Velandia-Mesa, C., Serrano-Pastor, F. J. y Martínez-Segura, M. J. (2017). La investigación formativa en ambientes ubicuos y virtuales en Educación Superior. Comunicar, 25(51), 09-18. https://doi.org/10.3916/C51-2017-01
Velandia-Mesa, C., Serrano-Pastor, F. J. y Martínez-Segura, M. J. (2019). The challenge of competencies in training for educational research: A conceptual approach. Revista Actualidades Investigativas en Educación, 19(3), 1-27. https://doi.org/10.15517/AIE.V19I3.38738
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
