Design and validity of the university digital formative assessment questionnaire (CEFDU)

Abstract

The purpose of the research is to design and validate the university digital formative evaluation questionnaire, considered as an instrument for collecting statements referring to feedback-continuous, innovative and regulatory formative evaluation. The methodology corresponds to a positivist paradigm, a quantitative approach to descriptive design, the instrument was subjected to processes of content validity, construct validity and reliability. The university digital formative evaluation questionnaire (CEFDU) was validated by expert judgment that allowed verifying the theoretical agreement between components, indicators and reagents, the validity of the instrument is an informed opinion of specialists or with experience in the research topic and can make judgments and assessments of relevance, coherence and clarity of the items. The study sample The study sample consisted of 256 students from 12 universities. The questionnaire was validated with doctors specialized in evaluation. CEFDU consists of 51 items, for which psychometric tests or construct validity were applied through exploratory and confirmatory factor analysis using the extraction method: unweighted least squares, the Kaiser-Meyer-Olkin Measure of sampling adequacy with the value 0.976, Bartlett's sphericity test (Approx Chi-square = 16614.701; df = 1275; Sig. <0.0001) and the total explained variance (74.009%), after the aforementioned confirmatory factor analysis that allowed confirmation and statistical acceptance of the theoretical model created from theoretical constructs that support it to the digital formative evaluation. For this, the maximum likelihood estimation method and the multivariate non-normality of Mardia in Kurtosis = 115,184 and p-value ≤ 0.001 in the that all items are significant p ˂.001. The model was subjected to goodness-of-fit indicators whose results are optimal and the questionnaire model is accepted.