Uso y aceptación de la evaluación automática: estudio de traducción y confiabilidad de un instrumento para medirla
DOI:
https://doi.org/10.33010/ie_rie_rediech.v15i0.1923Palavras-chave:
Influencia de la tecnología, estudiantes universitarios, pruebas asistidas por computadora, actitudes de los estudiantes, automatizaciónResumo
El rápido desarrollo de las tecnologías de la información y la comunicación –TIC– ha abierto nuevas posibilidades para las prácticas de enseñanza y evaluación en la educación superior. Este estudio cuantitativo, de diseño cuasiexperimental, examina la confiabilidad de la versión en español de una escala para evaluar la aceptación de la evaluación basada en computadora –Computer Based Assessment, CBA– entre estudiantes universitarios. Para llevar a cabo la investigación se utilizaron herramientas de análisis descriptivo, como el coeficiente alfa de Cronbach, para evaluar la confiabilidad del Modelo de aceptación de evaluación basada en computadora –Computer Based Assessment Acceptance Model, CBAAM– en una universidad privada de México. La investigación se dividió en dos fases: 1) aplicación de una evaluación con preguntas de respuesta corta evaluadas automáticamente, y 2) análisis de la confiabilidad de la versión final del CBAAM con 84 estudiantes de primer semestre de ingeniería. El CBAAM mostró un coeficiente de consistencia interna alto y estadísticamente significativo (a de Cronbach = 0.9190). Los coeficientes de consistencia interna de las subescalas variaron entre 0.6838 y 0.9325, lo que sugiere que la escala es confiable para su uso en este contexto. Se recomienda aplicar el CBAAM en otros contextos para mayor confirmación.
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