núm. 5 (2001)

The Stages Questionnaire for Alcohol Comsumption (CEMA) was designed and applied to 500 Bogota university students for the evaluation of alcohol abuse, consumption temp­tation, self-efficacy, significance awarded to consumption and readiness to change, as well as some other criteria which allow subjects to be classified under any of the stages of the Transtheoretical Model (TTM). The purpose was to analyze the reliability and validity of the questionnaire, and to obtain its standards. We found that the various scales included in the questionnaire show good Crombach reliability indexes. We also isolated the evalua­ting subfactors, after the main component analysis system, with Varimax rotation and Kaiser normalization, which determines their applicability, whether total or partial. For getting the scale standards, we used percentages, thus facilitating their comparison, since the number of items included is different in each case. We are submitting the- standards related to each scale, on a global basis, as well as discriminated standards with regard to the gender. It is also suggested that a category system be used to allow in the future a qualitative interpretation of a subject's score, in any of the scales.    

evaluación del docente universitario

This paper shows the adaptation of the Sixteen Personality Factor Questionnaire (16 PF) Form C for people with visual impairments, and a software developed for its application, t he study worked with 43 subjects (23 men and 20 women) with visual impairments from the Blind National Institute in Bogota, Colombia. The interitem consistency coefficient Alpha was 0.3758. The procedure of content related validation involved 17 experts who assessed relevance, pertinence, and editing of the 13 modified items. The software lets the individual to answer the test alone: it provides the score profile and permits recalculate the ditlerent ype of Test Scores, (percentiles and decatypes). The profiles are per gender with the  of those direct and derived scores.     

This article shows a review of the theories developed about the measurement of variables in psychology. It presents a historic revision and the main aspects of the Test Classic Theory (TCT), the Generalization Theory (GT) and the Item Response Theory (TRI).Given the importance that today has the TRI, a hipothetic example is used in order to explain and interpret some of the most important results of the information analyses supported by this theory.      

Cuestionario para evaluar el nivel de desarrollo de los problemas asociados al consumo del alcohol (CEAL)

This research designed and standardized a developmental assessment instrument. It is for children with Down syndrome age birth to 36 months. The standardization study worked with 105 children from different social economical status and from different institutions (Health providers and Special Education Programs). The children had moderate mental retarded and had a genetic diagnostic, without other psychological disorders associated. The sample involved five groups per age (0-6; 7-12; 13-18; 19-24; and 25-36 months). It was used a descriptive correlation analyses. The internal consistency coefficient by Kuder- Richardson is 0.98. The instrument has for interpretation 25 norm tables per age in the psychomotor, socioaffective, communication and cognitive areas.    

This paper shows the historical development of the Psychological Testing in Colombia, the State Exam, some of the problems that this discipline has worked in this country, the main problems and weaknesses of the Test Classic Theory and the alternative answers that offers the Item Response Theory (TRI). It presents the models of the TRI, the 3-Param- eters and the Rasch, and two computer programs (BILOG-MG and WINSTEPS) that pro­cesses information based on these models. Finally, it points out the advantages of the Rasch related to its power as a mathematical model as well as its practical applicability in the educational measurement.  

Today, identifying biased item tests is an inevitable task in the process of construction and validation of psychological tests. Thus, it is important to understand the concepts related to Differential Items Functioning (DIF) and the methods for its detection. This paper re­views the basic concepts related to DIF within the context of tests construct validity. In addition, some important methods, commonly used for DIF detection, are described em­phasizing the advantages and limitations for its practical use.    

Revista Acta Colombiana de Psicología

Acta colombiana de psicología