Lobato VM, Alpuche HA, Trejo MJA, Martínez GA

Idioma: Español
Referencias bibliográficas: 53
Paginas: 45-57
Archivo PDF: 500.11 Kb.

RESUMEN

Introducción: La evaluación de competencias docentes se relaciona con la mejora de la actividad educativa, orientada hacia el desarrollo personal y formativo. No se cuenta con evaluaciones de alta fidelidad en nuestro medio. El objetivo es obtener fuentes de evidencia de validez del Examen Docente Objetivo Estructurado (EDOE) para evaluar las competencias docentes.
Método: Se llevó a cabo un estudio cuantitativo en 3 fases: 1) Planeación: análisis del modelo de competencias, validación por jueces, validación de contenido por alumnos instructores y taller de trabajo con expertos para la creación de estaciones. 2) Piloto: se obtuvo el grado de concordancia de los evaluadores, validación y estructura interna de las estaciones (análisis de discriminación, alpha de Cronbach, medias y desviación estándar). 3) Final: Aplicación a la muestra por conveniencia no aleatoria conformada por 20 profesores del Departamento de Informática Biomédica de la Facultad de Medicina de la UNAM.
Resultados: Se realizó un análisis de discriminación de reactivos de 8 estaciones 2 tienen 5 reactivos que discriminan .05, 7 obtienen cargas factoriales aceptables; explicando un 88.35% de la varianza, un alpha de Cronbach de .68. La media de desempeño docente en el EDOE fue de 73.23 con desviación estándar de 8.4. La estación mejor evaluada fue estrategias de aprendizaje (85 ± 16.98) y la menor fue orientar la discusión (67.48 ± 15.62). Se detectó evidencia confirmatoria con exámenes similares utilizados en la Facultad de Medicina, se cumplieron los objetivos planteados en la creación de este instrumento, se detectó una media preevaluación EDOE y los profesores fueron realimentados sobre su desempeño con fines formativos.
Discusión y conclusiones: Se propone un instrumento de evaluación EDOE con suficiente evidencia de validez que puede ser utilizado en la evaluación del grado de competencia docente. Lo anterior orienta a crear instrumentos de evaluación docente que sigan buenas prácticas en cuanto a la elaboración de instrumentos con base en la cadena de evidencia de validez.

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