Construcción y evidencias de validez y confiabilidad de una escala de retroalimentación docente percibida

Ricardo Navarro Fernández; Diana Alexandra Arizaga Castro; Hugo Bayona Goycochea

doi:10.22235/cp.v19i2.4199

Authors

Ricardo Navarro Fernández Pontifical Catholic University of Peru https://orcid.org/0000-0002-7069-9780
Diana Alexandra Arizaga Castro Pontifical Catholic University of Peru https://orcid.org/0000-0003-1977-341X
Hugo Bayona Goycochea Pontifical Catholic University of Peru https://orcid.org/0000-0002-2555-4670

DOI:

https://doi.org/10.22235/cp.v19i2.4199

Keywords:

feedback, psychometry, higher education, factor analysis

Abstract

Teacher feedback is an important tool for the learning process; however, the perception that students have about this phenomenon is not addressed in the educational context, especially in higher education. Thus, the aim of this study is to design and validate a psychometric scale that measures university students' perception of teacher feedback. The study sample consisted of 418 university students between 18 and 30 years of age. Content validity analysis was carried out by expert judges, as well as internal validity analysis using exploratory factor analysis. Internal consistency analyses are also reported. The results show excellent fit indices. Reliability coefficients were greater than .87 in all dimensions. The results obtained allow arguing the use of the instrument to measure teacher feedback perceived by students in higher education.

Downloads

Download data is not yet available.

References

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. https://doi.org/10.1037/edu0000293

Altez, E. R. (2020). La Retroalimentación Formativa y la mejora de los aprendizajes en los estudiantes de la I.E. Nº 121 Virgen de Fátima-S.J.L. [Tesis de maestría]. Universidad César Vallejo. https://hdl.handle.net/20.500.12692/46618

Anijovich, R. (2018). Orientaciones para la Formación Docente y el Trabajo en el aula: Retroalimentación Formativa. Laboratorio de Investigación e Innovación en Educación para América Latina y el Caribe.

Ansari, T., & Usmani, A. (2018). Students perception towards feedback in clinical sciences in an outcome-based integrated curriculum. Pakistan Journal of Medicine Science, 34(3), 702-709. https://doi.org/10.12669/pjms.343.15021

Bandura, A. (1997). Self-efficacy: The exercise of control. Times Books.

Bazán-Ramírez, A., Capa-Luque, W., Bello-Vidal, C., & Quispe-Morales, R. (2022). Influence of teaching and the teacher’s feedback perceived on the didactic performance of Peruvian postgraduate students attending virtual classes during the COVID-19 pandemic. Frontiers in Education, (7), 1-16. https://doi.org/10.3389/feduc.2022.818209

Benson-Goldberg, S., & Erickson, K. (2021). Praise in education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1645

Beriche Lezama, M. E., & Medina Zuta, P. (2021). Formative evaluation: implementation and main challenges present on schools or higher education. Educación, 27(2), 201-208. https://doi.org/10.33539/educacion.2021.v27n2.2433

Bizarro, W., Sucari, W., & Quispe-Coaquira, A. (2019). Evaluación formativa en el marco del enfoque por competencias. Revista Innova Educación, 1(3), 374-390. https://doi.org/10.35622/j.rie.2019.03.r001

Boyco, A. (2019). La retroalimentación en el proceso de aprendizaje de las matemáticas de alumnas de 5to grado de primaria de un colegio privado de Lima [Tesis de Licenciatura]. Pontificia Universidad Católica del Perú. http://hdl.handle.net/20.500.12404/14051

Brandmo, C., & Gamlem, S. M. (2025). Students’ perceptions and outcome of teacher feedback: a systematic review. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1572950

Brinko, K. (1993). The practice of giving feedback to improve teaching. The Journal of Higher Education, 64(5), 574-593. https://doi.org/10.1080/00221546.1993.11778449

Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. https://doi.org/10.2307/1170249

Burga, V. R., Ortega, M. Y., & Hernández, B. (2023). Retroalimentación formativa en el desempeño docente. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(27), 99-112. https://doi.org/10.33996/revistahorizontes.v7i27.500

Calvo, T. (2018). La retroalimentación formativa y la comprensión lectora de la Institución Educativa N° 88024, Nuevo Chimbote-2018 [Tesis de maestría]. Universidad Cesar Vallejo. https://hdl.handle.net/20.500.12692/36622

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354

Ceccarelli, J. F. (2014). Feedback en educación clínica. Revista Estomatológica Herediana, 24(2), 127-132. https://doi.org/10.20453/reh.v24i2.2134

Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249.

Covarrubias, P., & Piña, M. M. (2004). La interacción maestro-alumno y su relación con el aprendizaje. Revista Latinoamericana de Estudios Educativos, 34(1), 47-84.

Criss, C. J., Konrad, M., Alber-Morgan, S. R. & Brock, M. (2024). A systematic review of goal setting and performance feedback to improve teacher practice. Journal of Behavioral Education, 33, 275-296. https://doi.org/10.1007/s10864-022-09494-1

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25-36. https://doi.org/10.1080/02602938.2018.1467877

Espinoza-Freire, E. E. (2021). Importancia de la retroalimentación formativa en el proceso de enseñanza-aprendizaje. Revista Universidad y Sociedad, 13(4), 389-397.

Gan, Z., An, Z., & Liu, F. (2021). Teacher feedback practices, student feedback motivation, and feedback behavior: how are they associated with learning outcomes? Frontiers in psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.697045

Gentrup, S., Lorenz, G., Kristen, C., & Kogan, I. (2020). Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement. Learning and Instruction, 66, 1-17. https://doi.org/10.1016/j.learninstruc.2019.101296

Guo, W. (2017). The Relationships between Chinese Secondary Teachers' Feedback and Students' Self-Regulated Learning [Tesis de doctorado inédita]. The Chinese University of Hong Kong.

Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 1-17. https://doi.org/10.3389/fpsyg.2020.00783

Guo, W., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A study of Chinese secondary students. The Asia-Pacific Education Researcher, 28, 265-275. https://doi.org/10.3389/fpsyg.2021.679575

Guo, W., Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low- achieving secondary schools. Studies in Educational Evaluation, 63, 48-58. https://doi.org/10.1016/j.stueduc.2019.07.001

Hair, J. F. (1998). Multivariate Data Analysis (5a ed.). Prentice Hall.

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate Data Analysis (7th ed.). Prentice Hall.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hernández, I. Y., López, R. E., & Nieto, A. D. (2024). Hacia una cultura de retroalimentación efectiva en el aula: experiencias, resultados y análisis. Revista Electrónica ANFEI Digital, 11(16), 677-686.

Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185-212. https://doi.org/10.1016/S1060- 3743(01)00038-8

Ishaq, K., Rana, A. M. K., & Zin, N. A. M. (2020). Exploring summative assessment and effects: Primary to higher education. Bulletin of Education and Research, 42(3), 23-50.

Jenkins, L. N., Floress, M. T., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools, 52(5), 463-476. https://doi.org/10.1002/pits.21835

Kalkbrenner, M. T. (2024). Choosing between Cronbach’s coefficient alpha, McDonald’s coefficient omega, and coefficient H: Confidence intervals and the advantages and drawbacks of interpretive guidelines. Measurement and Evaluation in Counseling and Development, 57(2), 93-105. https://doi.org/10.1080/07481756.2023.2283637

Lipnevich, A. A., & Panadero, E. (2021). A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.720195

Luna, M. L., Peralta, L. E., Gaona, M. del P., & Dávila, O. M. (2022). La retroalimentación reflexiva y logros de aprendizaje en educación básica: una revisión de la literatura. Ciencia Latina Revista Científica Multidisciplinar, 6(2), 3242-3261. https://doi.org/10.37811/cl_rcm.v6i2.2086

Ma, L., Xiao, L., & Hau, K. T. (2022). Teacher feedback, disciplinary climate, student self- concept, and reading achievement: A multilevel moderated mediation model. Learning and Instruction, 79, 1-12. https://doi.org/10.1016/j.learninstruc.2022.101602

Ministerio de Educación. (2012). Marco del Buen Desempeño Docente. https://cdn.www.gob.pe/uploads/document/file/3425647/Marco%20del%20Buen%20Desempen%CC%83o%20Docente.pdf?v=1658161064

Ministerio de Educación. (2016). Currículo Nacional de Educación Básica. https://www.minedu.gob.pe/curriculo/pdf/curriculo-nacional-de-la-educacion-basica.pdf

Ministerio de Educación. (2025a). Evaluación del desempeño docente Nivel Primaria. https://evaluaciondocente.perueduca.pe/desempenoprimariatramo1/rubricas-de-observacion-de-aula/

Ministerio de Educación. (2025b). Monitoreo de Prácticas Escolares 2024. https://repositorio.minedu.gob.pe/handle/20.500.12799/11564

Moffat, T. K. (2011). Increasing the teacher rate of behaviour specific praise and its effect on a child with aggressive behaviour problems. Kairaranga, 12(1), 51-58. https://doi.org/10.54322/kairaranga.v12i1.152

Mollo, M. E., & Deroncele, A. (2022). Integrate formative feedback model. Revista Universidad y Sociedad, 14(1), 391-401.

Moreno, T. (2023). La retroalimentación de la evaluación formativa en educación superior. Revista Universidad y Sociedad, 15(2), 685-694.

Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure: Alternative education for children and youth, 54(3), 172-178. https://doi.org/10.1080/10459880903493179

Pendolema, D. M., Barreto, X. M., Ochoa, N. G., Zambrano, B. A., & Zambrano, W. A. (2023). La retroalimentación docente en la evaluación del aprendizaje. South Florida Journal of Development, 4(9), 3457-3474. https://doi.org/10.46932/sfjdv4n9-009

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13. https://doi.org/10.1002/bs.3830280103

Uchpas, J. L. (2020). La retroalimentación en el aprendizaje de los estudiantes de 6 de primaria de la IE 88240–Nuevo Chimbote, 2020 [Tesis de Maestría]. Universidad César Vallejo. https://hdl.handle.net/20.500.12692/52111

Ventura-León, J. L., & Caycho-Rodríguez, T. (2017). El coeficiente Omega: un método alternativo para la estimación de la confiabilidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15(1), 625-627.

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta- analysis of educational feedback research. Frontiers in Psychology, 10, 1-14. https://doi.org/10.3389/fpsyg.2019.03087

Ye, X., Wang, Q., & Pan, Y. (2023). The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China. Frontiers in Psychology, 13, 1-12. https://doi.org/10.3389/fpsyg.2022.1021032

Zheng, X., Luo, L., & Liu, C. (2023). Facilitating undergraduates’ online self-regulated learning: The role of teacher feedback. Asia-Pacific Education Researcher, 32, 805-816. https://doi.org/10.1007/s40299-022-00697-8