Validez y confiabilidad del instrumento "CEFOMOL" para evaluación de competencias matemáticas en niños de 5 años
Abstract
La evaluación de competencias matemáticas en educación inicial requiere instrumentos válidos y confiables adaptados a las características específicas de los niños de 5 años. El objetivo de este estudio fue analizar las propiedades de validez de contenido, constructo y confiabilidad del instrumento "CEFOMOL" para la evaluación de competencias matemáticas en niños de 5 años. Se empleó un diseño instrumental con validación por cinco expertos en educación inicial y matemáticas, seguido de una prueba piloto con 30 niños. Los resultados evidenciaron una validez perfecta en los criterios de suficiencia, claridad, coherencia y relevancia, obteniendo un coeficiente V de Aiken igual a 1 en todos los ítems evaluados. La confiabilidad mostró una alta consistencia interna con un alfa de Cronbach global de 0.859. La prueba KMO arrojó un valor de 0.810, demostrando que los datos son adecuados para análisis factorial, mientras que la prueba de esfericidad de Bartlett confirmó correlaciones suficientes entre ítems. Estos hallazgos confirman que el instrumento es válido y confiable para medir competencias matemáticas en el contexto educativo preescolar.
The assessment of mathematical competencies in early childhood education requires valid and reliable instruments adapted to the specific characteristics of 5-year-old children. The objective of this study was to analyze the content validity, construct validity, and reliability properties of the "CEFOMOL" instrument for evaluating mathematical competencies in 5-year-old children. An instrumental design was employed with validation by five experts in early childhood education and mathematics, followed by a pilot test with 30 children. The results showed perfect validity in the criteria of sufficiency, clarity, coherence, and relevance, obtaining an Aiken V coefficient equal to 1 in all evaluated items. Reliability showed high internal consistency with a global Cronbach's alpha of 0.859. The KMO test yielded a value of 0.810, demonstrating that the data are adequate for factor analysis, while Bartlett's sphericity test confirmed sufficient correlations between items. These findings confirm that the instrument is valid and reliable for measuring mathematical competencies in the preschool educational context.
The assessment of mathematical competencies in early childhood education requires valid and reliable instruments adapted to the specific characteristics of 5-year-old children. The objective of this study was to analyze the content validity, construct validity, and reliability properties of the "CEFOMOL" instrument for evaluating mathematical competencies in 5-year-old children. An instrumental design was employed with validation by five experts in early childhood education and mathematics, followed by a pilot test with 30 children. The results showed perfect validity in the criteria of sufficiency, clarity, coherence, and relevance, obtaining an Aiken V coefficient equal to 1 in all evaluated items. Reliability showed high internal consistency with a global Cronbach's alpha of 0.859. The KMO test yielded a value of 0.810, demonstrating that the data are adequate for factor analysis, while Bartlett's sphericity test confirmed sufficient correlations between items. These findings confirm that the instrument is valid and reliable for measuring mathematical competencies in the preschool educational context.
Description
Vol. 5, No. 13
Keywords
Validación, Instrumento, Confiabilidad, Consistencia interna, Competencias matemáticas, Educación inicial, Validation, Instrument, Reliability, Internal consistency, Mathematical competencias, Early childhood education, Validação, Instrumento, Confiabilidade, Consistência interna, Competências matemáticas, Educação infantil