programme evaluation

18 September 2021

In recent years, there has been a signifi­cant increase in international debates, re­search and socio-educational programmes focusing on youth empowerment. One of the main issues with this concept is related to how it is measured and evaluated. Evaluating so­cio-educational actions and projects is crucial in order to design, implement and improve educational practices that help young people to empower themselves. This article presents the process of building and validating a ru­bric, within the framework of the HEBE Pro­ject, for the evaluation of youth empowerment actions and projects. The methodological pro­cess consists of three phases: (1) Design of the rubric; (2) Expert validation by 17 practition­ers from different fields, 3 experts in evalua­tion and 5 young people; (3) And a compari­son by means of a pilot test with 20 projects or socio-educational services aimed at youth empowerment, in which 63 professionals par­ticipate. The results show evidence of validity and reliability of the rubric in order to evalu­ ate the quality of socio-educational practices, and also to design and implement actions that focus on youth empowerment. It is noted for being a validated and useful instrument for making educational assessments related to youth empowerment, and for its usefulness in generating processes of reflection that become the basis for rethinking and improving peda­gogical practices.



Please, cite this article as follows: Corbella Molina, L., Trull Oliva, C., Rodrigo-Moriche, M. P. y Úcar Martínez, X. (2021). Diseño y validación de una rúbrica para evaluar acciones y proyectos educativos de empoderamiento juvenil | Design and validation of a rubric to evaluate educational actions and projects on youth empowerment. Revista Española de Pedagogía, 79 (280), 537-555.

14 May 2021

A good climate of harmonious coexistence in educational institutions can improve stu­dents’ well-being, self-esteem, and academic results and prevent maladaptive behaviours. Several questionnaires assess coexistence by quantifying the types of problems that occur, but there are few that focus on managing it and implementing programmes to improve it. The aim of the present research is to validate a questionnaire for evaluating students’ percep­tion of the management of school coexistence. This questionnaire centres on the 21-item In­tegrated Model of School Coexistence. We used random cluster and stratified sampling with the participation of 1169 students from 34 centres in year six of primary education and secondary education from the Autonomous Community of Madrid. The questionnaire was validated by expert judgement. We used the SPSS v24 and AMOS programs to perform exploratory and confirmatory factor analyses, respectively. The results show 4 factors with reliability indices ranging between .737 and .859 (Factor 1, protective framework for coex­istence; Factor 2, student mediator program; Factor 3, student assistant program; Factor 4, democratic rule-making processes). Finally the empirical fit with the Integrated Model for fostering more harmonious relations in school communities was confirmed.

Please, cite this article as follows: Torrego Seijo, J. C., García Sanz, M. P., Hernández Prados, M. Á., & Bueno Villaverde, Á. (2021). Diseño y validación de un instrumento para valorar la convivencia escolar percibida por los estudiantes | Design and validation of an instrument to assess students’ perceived school coexistence. Revista Española de Pedagogía, 79 (279), 209-229.