Instrumentos psicométricos para competencias comunicativas en inglés secundaria
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Tribunal
Abstract
Este estudio analiza instrumentos con propiedades psicométricas para evaluar competencias comunicativas en inglés a nivel secundario mediante revisión sistemática PRISMA. Se examinaron bases de datos Scopus, Scielo, ERIC, Science Direct y Google Scholar, seleccionando 11 estudios que cumplieron criterios de inclusión. Los resultados revelan instrumentos validados con propiedades psicométricas auténticas, verificados mediante análisis factoriales y pruebas piloto. Se identificaron tres categorías principales: cuestionarios tipo Likert para autoevaluación, pruebas de desempeño para habilidades específicas, e instrumentos mixtos para evaluación integral. La validez de contenido, criterio y constructo se confirmó consistentemente, con coeficientes de confiabilidad alfa de Cronbach superiores a 0.70. Los hallazgos proporcionan evidencia para selección fundamentada de instrumentos evaluativos en contextos educativos latinoamericanos, contribuyendo al mejoramiento de la evaluación de competencias comunicativas en inglés.
This study analyzes instruments with psychometric properties for assessing English communication skills at the secondary level using a PRISMA systematic review. The Scopus, Scielo, ERIC, Science Direct, and Google Scholar databases were examined, and 11 studies that met the inclusion criteria were selected. The results reveal validated instruments with authentic psychometric properties, verified through factor analysis and pilot tests. Three main categories were identified: Likert-type questionnaires for self-assessment, performance tests for specific skills, and mixed instruments for comprehensive assessment. Content, criterion, and construct validity were consistently confirmed, with Cronbach's alpha reliability coefficients above 0.70. The findings provide evidence for the informed selection of assessment instruments in Latin American educational contexts, contributing to the improvement of the assessment of communicative skills in English.
This study analyzes instruments with psychometric properties for assessing English communication skills at the secondary level using a PRISMA systematic review. The Scopus, Scielo, ERIC, Science Direct, and Google Scholar databases were examined, and 11 studies that met the inclusion criteria were selected. The results reveal validated instruments with authentic psychometric properties, verified through factor analysis and pilot tests. Three main categories were identified: Likert-type questionnaires for self-assessment, performance tests for specific skills, and mixed instruments for comprehensive assessment. Content, criterion, and construct validity were consistently confirmed, with Cronbach's alpha reliability coefficients above 0.70. The findings provide evidence for the informed selection of assessment instruments in Latin American educational contexts, contributing to the improvement of the assessment of communicative skills in English.
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Vol. 5, No. 13