3 years ago

Evaluación de la calidad de programas de educación patrimonial: construcción y calibración de la escala Q-Edutage

Olaia Fontal Merillas, Silvia García Ceballos, Benito Arias, Víctor B. Arias

Publication date: Available online 9 October 2018

Source: Revista de Psicodidáctica

Author(s): Olaia Fontal Merillas, Silvia García Ceballos, Benito Arias, Víctor B. Arias

Resumen

Mejorar la evaluación de la calidad de los programas educativos es uno de los principales objetivos de investigación en educación patrimonial. Sin embargo, no se dispone de un instrumento que sea breve, objetivo y que permita el uso de un estándar común para la comparación insesgada de la calidad entre distintos programas. El objetivo de este estudio ha sido el diseño y construcción de un instrumento para la evaluación de la calidad de programas de educación patrimonial, que mantenga un equilibrio adecuado entre precisión y brevedad, y pueda ser utilizado tanto en solitario (p. ej., con propósitos de cribado cuando el número de programas a evaluar es elevado), como de apoyo a sistemas de evaluación más amplios. Se identifican indicadores de calidad relevantes, de acuerdo a la investigación previa y a las valoraciones de 17 expertos, dando como resultado 14 indicadores de calidad que son calibrados mediante modelos de la Teoría de la Respuesta al Ítem, a partir de la evaluación de 330 programas de educación patrimonial. La escala es capaz de discriminar con precisión entre varios niveles de calidad (i.e., muy bajo, bajo, medio, alto y muy alto), aporta un buen nivel de información a lo largo de una zona amplia de la variable, y produce puntuaciones insesgadas entre distintos evaluadores. La escala Q-Edutage supone un aporte relevante que contribuye a mejorar el rigor de la evaluación y la planificación de programas en el ámbito de la educación patrimonial.

Abstract

Improving the assessment of the quality of educational programs is one of the main objectives of research in heritage education. However, we do not have an instrument that is brief, objective and allows the use of a common standard for unbiased quality comparison between different programs. The objective of this study has been to design and develop a tool for the quality assessment of heritage education programs, which maintains an appropriate balance between accuracy and brevity, and can be used both on its own (e.g., for screening purposes when the number of programs to be evaluated is high) and to support broader assessment systems. Relevant quality indicators were identified, according to previous research and evaluations by 17 experts, resulting in 14 quality indicators that were calibrated using Item Response Theory models from the assessment of 330 heritage education programs. The scale was able to discriminate with high precision between various levels of quality (i.e., very low, low, medium, high and very high), provided a good level of information over a wide area of the variable, and produced unbiased scores among different evaluators. The Q-Edutage scale is an relevant addition that contributes to improving the rigour of evaluation and program planning in the field of heritage education.

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