Validación de constructo de dos instrumentos para evaluar el proceso de mediación en el aula para favorecer la inclusión educativa.

Abstract

In the current context, it is necessary to design, develop, apply and verify the validity of the construction of tools to evaluate mediation processes in the classroom in order to promote educational inclusion in line with the knowledge society. The study has the following objectives: 1) to apply one rubric for teachers and another for students to analyze the validity of the theoretical construct and 2) to perform construct validity by exploratory factorial analysis (AFE). It was applied to 615 teachers and 645 students from public schools. AFE was carried out, using the method of extraction of factorization of main axes. The results identified one factor and included the ten proposals questions. Teachers explained a total variance of 75,225% and students 74,432%. The quality of both headings was demonstrated by obtaining appropriate factors with loads higher than. 5, which confirmed the validity of the theoretical construct that measures. Likewise, the instrument of teachers presented a high reliability. 967 and in students. 965, measured by the Alfa of Cronbach. The results have demonstrated the quality of the two headings to evaluate didactic mediation in the classroom in order to promote the educational inclusion of primary school students in Mexico City, having obtained a adequate reliability and confirming the validity of the measuring construct, so they are viable to be used because of their appropriate metric characteristics.