Evaluación de Competencias Transversales en Universitarios. Propiedades Psicométricas Iniciales del Cuestionario de Competencias Transversales

Abstract

En este trabajo se presenta el desarrollo del Cuestionario de Competencias Transversales para estudiantes Universitarios, así como sus propiedades métricas iniciales. El cuestionario se basa en las competencias identificadas por el proyecto Tuning dentro del marco del Espacio Europeo de Educación Superior. Para su desarrollo se utilizan Escalas de Observación de Conducta. En un primer estudio (N=741) se pone a prueba la fiabilidad de las medidas, su validez de contenido y estructura dimensional. Los resultados muestran que las escalas que componen el cuestionario tienen una fiabilidad adecuada y unos altos índices de congruencia. La estructura dimensional parece reproducir el modelo sustantivo de partida. En un segundo estudio (N=46) se explora la validez criterio del cuestionario frente a los resultados académicos. Los resultados muestran que diferentes competencias apreciadas por el cuestionario correlacionan significativamente con los resultados obtenidos por los alumnos en una prueba objetiva de conocimientos y los indicadores de evaluación continua. Estas competencias incrementan significativamente la varianza explicada en las calificaciones académicas por la personalidad y la inteligencia. Tomados en conjunto los datos permiten avalar la fiabilidad y validez de las medidas obtenidas con el cuestionario. Descriptores: Evaluación del estudiante, Desarrollo de competencias, Test, Educación universitaria.In this paper is presented the development of the Students' Generic Competences Questionnaire, as well as its initial metric properties. The questionnaire is based on the competencies identified by the Tuning project within the EEES frame. Standard Behavioral Observation Scales are used to develop it. In a first study (N = 741) is set to test the reliability of the measurements obtained, its content validity and dimensional structure. The results show that the scales making up the questionnaire have adequate reliability and high rates of consistency, and dimensional structure model seems to reproduce the starting model. In a second study (N = 46) the criterion validity of the questionnaire versus academic results is explored. The results show that different competencies assessed by the questionnaire correlated significantly with the results obtained by students in an objective knowledge test and continuous assessment indicators. These skills significantly increase the explained variance in academic qualifications by the personality and intelligence. Together this data allows us to guarantee the reliability and validity of measurements obtained with the questionnaire.

Key Soft Skills in the Orientation Process and Level of Employability

“…Researchers such as Damasio et al [17] of the University of Pittsburg showed that 600 milliseconds before we think, we feel. Emotion suggests the course of action, which later justifies cognition; this premise is similar to the statement that emotion decides and reason justifies [15,18].…”

Analysis of Transversal Competences in Spanish University Teachers and Students

“…One of the limitations in the acquisition of transversal competences is the need for continuous training. In many studies, such as Bolívar (2010) , Villa, Arranz, Campo, and Villa (2015) and Aguado et al (2017), only slight improvement in competence is observed, which lacks permanence and is positive but insufficient.…”

“…The instrument used for collecting information was the questionnaire for the evaluation of Transversal Competences in University Students (Aguado et al, 2017), based on the competencies identified by the Tuning project within the framework of the European Higher Education Area. This project (Tuning), of worldwide recognition, divides the transversal competences into three main blocks: 1) instrumental, 2) personal, and 3) systemic.…”

“…The complexity and competences of teachers and students has have been studied, among others, by Delors et al (1996) , Carless and Joughin (2006) , Hortigüela, Pérez,andAbella (2014) and Aguado et al (2017).The results indicate that the competences can develop, improve and function even at already high levels of performance, and the unique context must be considered before planning the teaching strategy.…”

“…The level of transversal competences among university professors has been analyzed in previous studies (Aguado, González, Antúnez, & de Dios, 2017;Lozano, Boni, Peris, & Hueso, 2012). Other studies have compared these values across sexes (González & de Lázaro, 2016).…”