Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales

• Sánchez-Rosas, Javier ^[1] ; Dominguez-Lara, Sergio Alexis ^[3] ; Furlan, Luis Alberto ^[2] ; Okinishi, Mirai ^[2]
  1. [1] Universidad Católica de Temuco

     Universidad Católica de Temuco

     Temuco, Chile

     
  2. [2] Universidad Nacional de Córdoba

     Universidad Nacional de Córdoba

     Argentina

     
  3. [3] Universidad Privada Norbert Wiener

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• Localización: Revista Evaluar, ISSN-e 1667-4545, Vol. 23, Nº. 2, 2023, págs. 67-82
• Idioma: español
• DOI: 10.35670/1667-4545.v23.n2.42078
• Títulos paralelos:
  • Teacher’s Achievement Verbalizations Questionnaire in Oral Exams
• Enlaces
  • Texto completo
• Resumen
  • español

    Hasta el momento, no existe un instrumento de medición que evalúe las expresiones verbales y comentarios sobre el logro de los alumnos que emiten los docentes en presencia de uno o varios estudiantes durante un examen oral. Este artículo informa la construcción, validez estructural, confiabilidad y validez externa del cuestionario de verbalizaciones de logro docentes en exámenes orales (TAVQ). El mismo evalúa varias verbalizaciones del docente desde la perspectiva de los estudiantes en exámenes orales. La validez estructural, confiabilidad y validez externa fueron evaluadas en una muestra de estudiantes universitarios (N = 252) de Argentina. Se especificaron varios modelos de medición plausibles basados en las dimensiones de valencia, foco y marco temporal, que fueron testeados mediante análisis factorial confirmatorio y bifactor. Se validaron dos escalas que miden con muy buena confiabilidad verbalizaciones de logro positivas y negativas expresadas por docentes durante los exámenes orales. Estas verbalizaciones mostraron relaciones apropiadas con emociones de logro y rendimiento académico. Se discute la necesidad de estudios futuros e implicancias prácticas.

  • English

    At the moment, there is no measurement instrument to assess verbal expressions and phrases of feedback about students’ achievement issued by teachers in the presence of one or more students during an oral exam. This article reports the design, structural validity, reliability and external validity of the Teacher Achievement Verbalizations in Oral Exams Questionnaire (TAVQ), which assesses several teachers’ verbalizations from the perspective of students in oral exams. The structural validity, reliability, and external validity were evaluated in a sample of university students (N = 252) from Argentina. Several plausible measurement models were specified based on the dimensions of valence, object focus, and temporal frame, which were tested through confirmatory factor analysis and bifactor analysis. Two scales that measure with very good reliability positive and negative verbalizations related to achievement expressed by teachers during oral exams were validated. These verbalizations showed appropriate relationships with achievement emotions and academic performance. The need for future studies and practical implications are discussed.

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