Abstract
The results of the research presented in this article describe the construction of an instrument to measure and evaluate basic university level competences. It is an instrumental type of study as both psychometric theory and techniques are applied. The theoretical framework for competences is based on the content of the Delors report (1996) and the ideas commonly shared by Perrenoud (1998), Roegiers (2001), De Kelet (1996), Beckers (2002) and Scallon (2004). The focus on basic university level competences was taken from Marin (2013). For the construction and validation of the instrument, two approaches were used: The Theory of Item Response or Theory of Rasch (1980) and the Classic Theory of Tests (1950-1960). The methodology applied was an instrumental one, geared to the development of a test of psychometric properties. The participants were university students of initial, intermediate and advanced levels in the degrees of education, psychology, communication and political science from the following universities: Universidad Autonoma de Chihuahua (UACH), Chihuahua and Ciudad Juarez campus and the Universidad Autonoma de Yucatan (UADY) Yucatan and Tizmin campus. The statistical analysis was processed by the SPSS 17 program using the Windows/StartGraphics Plus 5.0 version. Key words: Basic university competences, psychometric instrument, validity and reliability.
Highlights
The study of competences in education has created a series of both accepting and rejecting positions worldwide. It has been the generator of multiple analyses and of newer, more modern proposals, of which this investigation is no exception. It begins with the following tests as points of reference: PISA (Programme for International Student Assessment), TIMSS (Trend in International Mathematics and Sciences Study), LLECE (Spanish acronym for Latin American laboratory for the Quality of Education), MECO (Spanish acronym for Model for the Education and Evaluation by Competences in Latin America), EXCALE (Spanish acronym for Exam for Quality and Education Achievement in Mexico), EGEL (Spanish acronym for General University Graduation Exam), all of which are examples of the way the evaluation of competences at different levels of education has been conceived
A pencil and paper instrument was not found that contained the characteristics featured in this research
There is a great amount of opinions concerning what evaluation is and concerning competences; most approaches mention that it is not entirely possible to evaluate people in their competences through a pencil and paper test
Summary
The study of competences in education has created a series of both accepting and rejecting positions worldwide It has been the generator of multiple analyses and of newer, more modern proposals, of which this investigation is no exception. It begins with the following tests as points of reference: PISA (Programme for International Student Assessment), TIMSS (Trend in International Mathematics and Sciences Study), LLECE (Spanish acronym for Latin American laboratory for the Quality of Education), MECO (Spanish acronym for Model for the Education and Evaluation by Competences in Latin America), EXCALE (Spanish acronym for Exam for Quality and Education Achievement in Mexico), EGEL (Spanish acronym for General University Graduation Exam), all of which are examples of the way the evaluation of competences at different levels of education has been conceived.
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