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2018-11-14
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Universidad Nacional de Educación a Distancia (España). Facultad de Educación. Departamento de Métodos de Investigación y Diagnóstico en Educación I
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Resumen
Introducción: Aunque en nuestro sistema educativo y sociedad, las altas capacidades comienzan a ser objeto de interés, las tasas de detección todavía están muy lejos de acercarse a la realidad de nuestras aulas. La falta de formación de los docentes, los mitos y estereotipos asociados a las altas capacidades y la ausencia de instrumentos de calidad orientados a la detección de los más capaces, dificultan que puedan recibir la respuesta educativa que merecen en coherencia con el principio de equidad que la legislación promulga. Para favorecer la detección en nuestras aulas, en la etapa de Educación Primaria, se ha diseñado una batería de instrumentos, dada la escasez y falta de rigor de los existentes, que recogen información de tres fuentes: docentes (cuestionario), familias (cuestionario) y una prueba de aptitudes de aplicación colectiva para el alumnado. La batería se caracteriza por ser breve y sencilla, clara en su definición, precisa, útil, multidimensional, multicriterial y ecológica, y se fundamenta en el Modelo de los Tres Anillos de J. Renzulli. Método: En el presente trabajo se diseña y construye la versión inicial (v1) de una Batería de Detección de altas capacidades en Educación Primaria, cuyo contenido se somete a validación. Mediante el juicio de expertos y método de agregados individuales, un total de 7 expertas se pronuncian en cuanto a los tres instrumentos que componen la Batería. Dos cuestionarios son elaborados para la recogida de información de los jueces, el primero de ellos dirigido a valorar la pertinencia de los ítems y reactivos en la medida del constructo y componentes, y el segundo en relación a valorar la formulación de los reactivos e instrucciones (comprensión, ambigüedad y claridad) y, para en el caso de la prueba de aptitudes, grado de dificultad y adecuación del tiempo establecido. Finalmente, se recoge información opcional en relación al conjunto de la Batería. Resultados y conclusiones: Tras el análisis de las valoraciones de los expertos, se consigue llegar a una versión final (v2) de la Batería cuyo contenido es válido para la detección de las altas capacidades en Educación Primaria. No obstante, algunas limitaciones relativas a los resultados cuantitativos obtenidos aconsejan replicar y completar próximamente el proceso de validación, por ejemplo, a través de un grupo de discusión. En líneas futuras de investigación se pretende proceder al estudio de las características psicométricas de los instrumentos que componen la Batería, su fiabilidad y validez.
Introduction: Although in our educational system and society, giftedness begins to be object of interest, the detection rates are still very far from approaching the reality of our classrooms. The lack of teacher training, the myths and stereotypes associated with giftedness and the absence of quality instruments aimed at detecting the most capable students, make it difficult for them to receive the educational response they deserve in coherence with the principle of equity that the legislation promulgates. To favour detection in our classrooms, in the stage of Primary Education, a battery of instruments has been designed, given the scarcity and lack of rigor of the existing ones, which collects information from three sources: teachers (questionnaire), families (questionnaire) and a test of collective application for the students. The battery is characterized by being brief and simple, clear in its definition, precise, useful, multidimensional, multicriterial and ecological, and is based on the Model of the Three Rings of J. Renzulli. Method: In the present essay, the initial version (v1) of a Detection Battery of giftedness in Primary Education is designed and constructed, the content of which is validated. Through expert judgment and method of individual aggregates, a total of 7 experts are pronounced regarding the three instruments that make up the Battery. Two questionnaires are prepared for the collection of information from the judges, the first of them aimed at assessing the relevance of the items and reagents in the measure of the construct and components, and the second in relation to assessing the formulation of the reagents and instructions (understanding, ambiguity and clarity) and, in the case of the aptitude test, degree of difficulty and adequacy of the established time. Finally, optional information is collected regarding the Battery as a whole. Results y conclusions: After the analysis of the evaluations of the experts, it is possible to arrive at a final version (v2) of the Battery whose content is valid for the detection of giftedness in Primary Education. However, some limitations regarding the obtained quantitative results advise to replicate and complete the validation process shortly, for example, through a discussion group. In future lines of research, it is intended to proceed to the study of the psychometric characteristics of the instruments that make up the Battery, its reliability and validity.
Introduction: Although in our educational system and society, giftedness begins to be object of interest, the detection rates are still very far from approaching the reality of our classrooms. The lack of teacher training, the myths and stereotypes associated with giftedness and the absence of quality instruments aimed at detecting the most capable students, make it difficult for them to receive the educational response they deserve in coherence with the principle of equity that the legislation promulgates. To favour detection in our classrooms, in the stage of Primary Education, a battery of instruments has been designed, given the scarcity and lack of rigor of the existing ones, which collects information from three sources: teachers (questionnaire), families (questionnaire) and a test of collective application for the students. The battery is characterized by being brief and simple, clear in its definition, precise, useful, multidimensional, multicriterial and ecological, and is based on the Model of the Three Rings of J. Renzulli. Method: In the present essay, the initial version (v1) of a Detection Battery of giftedness in Primary Education is designed and constructed, the content of which is validated. Through expert judgment and method of individual aggregates, a total of 7 experts are pronounced regarding the three instruments that make up the Battery. Two questionnaires are prepared for the collection of information from the judges, the first of them aimed at assessing the relevance of the items and reagents in the measure of the construct and components, and the second in relation to assessing the formulation of the reagents and instructions (understanding, ambiguity and clarity) and, in the case of the aptitude test, degree of difficulty and adequacy of the established time. Finally, optional information is collected regarding the Battery as a whole. Results y conclusions: After the analysis of the evaluations of the experts, it is possible to arrive at a final version (v2) of the Battery whose content is valid for the detection of giftedness in Primary Education. However, some limitations regarding the obtained quantitative results advise to replicate and complete the validation process shortly, for example, through a discussion group. In future lines of research, it is intended to proceed to the study of the psychometric characteristics of the instruments that make up the Battery, its reliability and validity.
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Categorías UNESCO
Palabras clave
altas capacidades, detección, batería, test, validez de contenido, educación primaria, giftedness, detection, battery, content validity, primary education
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Facultad de Educación
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