Adaptation and validity of an instrument to evaluate collegue teaching: Institutional Teaching Performance Scale (EDDI)

Abstract

Quality college education involves the transmission of knowledge, along with pedagogy to process the modeling of certain behaviors, interaction with the student, the teacher development inside and outside the classroom and a number of aspects that identify or differentiate the teaching performance of one individual or another. This research consisted in adapting and validating the Institutional Teaching Performance Scale, so it can be used as a means of evaluating teacher performance during a semester from the view of students in the first year of college. Two factorial analyses, exploratory and confirmatory were employed, from which an explanatory model along with seven reactives were distributed in two factors called attitudinal and organizational. It is convenient for future research to evaluate the predictive validity of the instrument on academic performance and college persistence during the first year of study.