<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000300040</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-3.17254</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Propiedades psicométricas de un instrumento para evaluar la ejecución de una secuencia didáctica en educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychometric properties of an instrument to evaluate the execution of a didactic sequence in higher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Propriedades psicométricas de um instrumento para avaliar a implementação de uma sequência didáctica no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávila-Camacho]]></surname>
<given-names><![CDATA[Martha Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez-Hernández]]></surname>
<given-names><![CDATA[Luis Gibran]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Normal de Educación Preescolar del Estado de Coahuila  ]]></institution>
<addr-line><![CDATA[Saltillo ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitario CIFE  ]]></institution>
<addr-line><![CDATA[Cuernavaca ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>40</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000300040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000300040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000300040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Analizar las propiedades psicométricas de validez de constructo y confiabilidad de un instrumento para evaluar una secuencia didáctica en educación superior.  Metodología.  Se aplicó el instrumento a 488 estudiantes de las licenciaturas en Educación Preescolar y Primaria que trabajaban los Planes de Estudio 2012. Se informó el propósito de la investigación, la confidencialidad de los resultados y se solicitó consentimiento para su uso. Para el análisis de validez de constructo se empleó un proceso de validación cruzada que involucró el análisis factorial exploratorio (AFE) y análisis factorial confirmatorio (AFC); la confiabilidad fue evaluada con el alfa de Cronbach.  Resultados.  El AFE reveló la correspondencia del modelo factorial obtenido con el modelo teórico, ya que únicamente se denoto un factor que explicó 63% de varianza, en el cual se encontraron representados la totalidad de ítems. El AFC mostró la sustentabilidad empírica del modelo factorial y óptimo ajuste (razón &#967;2/gl:2.19; GFI: 0.942; RMSAE: 0.063; RMR: 0.029; CFI: 0.977; TLI: 0.971). Finalmente se refiere la existencia de validez convergente. La confiabilidad fue óptima (alfa de Cronbach: 0,931).  Conclusiones.  El instrumento posee adecuadas propiedades psicométricas, por lo tanto, su uso garantiza la obtención de resultados confiables en la evaluación de secuencias didácticas en nivel superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Aim.  To analyze the psychometric properties of construct validity and reliability of an instrument to assess the didactic sequence.  Methodology.  The instrument was administered to 488 students enrolled in Bachelor&#8217;s Degrees in Preschool and Elementary Education; the students were working on the 2012 study plans. They were informed of the purpose of the research and the confidentiality of the results; they also were asked for their consent to use the data collected. The construct validity analysis implemented a cross-validation process involving an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). Reliability was evaluated with Cronbach&#8217;s alpha.  Results.  The EFA revealed the correspondence of the factorial model obtained with the theoretical model, since only one factor was found to explain the 63% of variance, in which all items were represented. The CFA showed the empirical sustainability of the factorial model and optimal fit (Ratio &#967;2/gl: 2.19; GFI: 0.942; RMSAE: 0.063; RMR: 0.029; CFI: 0.977; TLI: 0.971). The study also confirmed the presence of convergent validity. Finally, the Cronbach&#8217;s alpha result was 0.931, indicating optimal reliability.  Conclusions.  The instrument has adequate psychometric properties. Therefore, its utilization ensures the acquisition of reliable results in the evaluation of didactic sequences in higher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Analisar as propriedades psicométricas de validade de construto e confiabilidade de um instrumento para avaliar uma sequência didática no ensino superior.  Metodologia.  O instrumento foi aplicado a 488 alunos dos cursos de Bacharelado em Educação Infantil e Ensino Fundamental que estavam trabalhando nos Planos de Estudo de 2012. Os participantes foram informados sobre o objetivo da pesquisa, a confidencialidade dos resultados e foram solicitados a dar seu consentimento para o uso dos dados coletados. Um processo de validação cruzada envolvendo a análise fatorial exploratória (AFE) e a análise fatorial confirmatória (AFC) foi usado para analisar a validade do construto. A confiabilidade foi avaliada utilizando o coeficiente alfa de Cronbach.  Resultados.  A AFE revelou a correspondência do modelo fatorial obtido com o modelo teórico, já que apenas um fator foi encontrado para explicar 63% da variação, no qual todos os itens estavam representados. A AFC mostrou a sustentabilidade empírica do modelo fatorial e o ajuste ideal (Razão &#967;2/gl:2,19; GFI: 0,942; RMSAE: 0,063; RMR: 0,029; CFI: 0,977; TLI: 0,971). Além disso, foi mencionada a existência de validade convergente. Finalmente, o resultado do alfa de Cronbach foi 0,931, demonstrando confiabilidade ótima.  Conclusões.  O instrumento tem propriedades psicométricas adequadas. Portanto, o seu uso garante a obtenção de resultados confiáveis na avaliação de sequências didáticas no ensino superior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis factorial]]></kwd>
<kwd lng="es"><![CDATA[competencias del personal docente]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[evaluación del personal docente]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis]]></kwd>
<kwd lng="en"><![CDATA[teacher competencies]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[teacher assessment]]></kwd>
<kwd lng="pt"><![CDATA[Análise de factores]]></kwd>
<kwd lng="pt"><![CDATA[competências dos profesores]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[avaliação dos profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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