Construction and validation of an instrument for the assessment of teaching performance in the execution of a didactic sequence

Abstract

An instrument was designed to evaluate teaching practice through the execution of a socioformative didactic sequence, considering the aspects of planning, intervention and reflection. After its construction, it was reviewed by three experts, evaluated quality-quantitatively in an expert judgment for the analysis of content validity and applied to 134 students for the analysis of construct validity and reliability. The rubric was approved by the experts and validated in content for all items and descriptors in the analyzed criteria (Aiken´s V>0,80, LCI>0,50). The construct validity analysis revealed the correspondence with the theoretical proposal, since all the items were represented in a single factor and the reliability was optimal (Cronbach's Alpha: 0,942). The results indicate the belonging, pertinence and relevance of the elements of the instrument and that the structure of the instrument reproduces that of the proposed construct.