Corrigiendo las diferencias de uso de escala entre países de América Latina, Portugal y España en PISA

Autores/as

  • Jia He German Institute for International Educational Research
  • Fons Van de Vijver Tilburg University

DOI:

https://doi.org/10.7203/relieve.22.1.8282

Palabras clave:

Estilo de respuesta extrema, overclaiming, anclaje de viñetas, comparabilidad, validez.

Resumen

En este trabajo se investigaron los efectos de las correcciones sobre la preferencia de uso de la escala en siete países de América Latina, Portugal y España en cuestionarios de estudiantes en el Programa para la Evaluación de Estudiantes 2012 (PISA). Estos países destinatarios tienden a mostrar una tendencia de expresar opiniones fuertes y de auto-mejora, lo que puede plantear amenazas graves de validez de las comparaciones transculturales de los cuestionarios. Se examinó en qué medida la puntuación de correcciones, que se han propuesto, podría cambiar el patrón de las diferencias culturales. Hemos corregido para las preferencias de uso de la escala de una medida de ayuda al profesor de entre 39,045 estudiantes en nueve países, con base en el tipo de respuesta extrema, overclaiming, y el anclaje de viñetas, respectivamente. Estas medidas mostraron diferentes efectos: (1) Todos los métodos de corrección ayudaron a mejorar la invariancia de medición, a pesar de que la corrección sobre la base de anclaje fue menos eficaz en alcanzar la invariancia escalar en comparación con la corrección de estilo de respuesta extrema y overclaiming; (2) el control de estilo de respuesta extrema y overclaiming cambia la puntuación media de España en mayor medida que en otros países, lo que parece presentar un patrón más realista, mientras que los cambios en las correlaciones con otras medidas fue bastante limitado. El uso de las puntuaciones de anclaje llevó a cambios drásticos tanto en medios como en correlaciones. Una conclusión firme sobre qué método es preferible, no puede ser ofrecido ya que no hay evidencia de que el método mejore la validez de las puntuaciones en estos países. Se discute la necesidad y la viabilidad de los métodos de corrección.

Biografía del autor/a

Jia He, German Institute for International Educational Research

Ph.D Cross-Cultural Psychology , Tilburg University , Tilburg , The Netherlands , 2011-2015. Master of Arts , Intercultural Communication , Shanghai International Studies University , Shanghai , China, 2007-2009 . Bachelor of Arts , Marketing, Dongbei University of Finance and Economics , Dalian, China, 2003-2007. Research Deutsches Institut für Internationale Pädagogische Forschung (DIPF). Post Doc Deutsches Institut für Internationale Pädagogische Forschung (DIPF) since 2015. Research on self-report data comparability in large-scale international surveys , using advanced psychometric methods and new item formats , etc. Research World Bank Group Consultant since 2015. Assistance to the National Educational Assessment and Examination Agency on the Ethiopian national educational assessment proficiency scaling and standard setting . Analyst OECD since 2015.

Fons Van de Vijver, Tilburg University

Professor of Cross-Cultural Psychology at the Tilburg University, theNorth-West University and the University of Queensland, known for his work on cross-cultural research and on "methods and data analysis of comparative research". Van de Vijver received both his MA and in 1991 his PhD in Psychology at the Tilburg University. He is appointed Professor cross-cultural psychology at Tilburg University, and is also Professor at the North-West University in South Africa and the University of Queensland in Australia. In 2013 he and Maria Cristina Richaudreceived the APA Award for Distinguished Contributions to the International Advancement of Psychology.

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Publicado

2016-07-08

Número

Sección

Monográfico