Validation of two instruments to evaluate the mediation process in the classroom to ensure educational inclusion.

Abstract

The challenges of today's society call for new ways of teaching and evaluating, which focus on content, so that adequate tools are needed to assess the teaching process. The purpose of the study is to design and perform the content validation of two instruments with socioformative rubric structure that allow to assess the mediation processes to ensure educational inclusion. An instrumental study of content validation and reliability was used with respect to the two instruments and the application to a pilot group of 50 teachers and 50 public school students. The results obtained by Cronbach's alpha were greater than 0.891, which confirms that the rubrics are validated.