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I. Cañadas Osinski1, I. De la Cuétara San Luis2, C. San Luis Costas2

1Universidad Miguel Hernández (SPAIN)
2Universidad Nacional de Educación a Distancia (SPAIN)
This study presents the different steps developed in the construction of a scale Likert type, the Teaching Assessment Questionnaire in the Distance Universities (CEPUD), which aims to assess University professors who develop their work in non-presential Universities. From the theoretical point of view, we consider that the usual questionnaires used for the evaluation of University professors do not take into account the opinion of students and this implies a lack of theoretical validity in the results. The items that make up the CEPUD scale were constructed from the information collected from a sample of university students that answered an open questionnaire over the network. Thus, in a first phase, by rank ordering method, combined with a qualitative methodology known as brainstorming, the qualities that are most important to the student about the distance college professor were obtained. In the second stage, based on the responses of the students, the CEPUD was developed, a Likert-type scale with 45 items and five answer choices each, with 1 being least important and 5 being most important. It was conducted an Exploratory Factor Analysis to study the psychometric properties (reliability, validity and factor structure), an item analysis and internal consistency of the CEPUD. The results showed high indices of discrimination of all items, high internal consistency and factorial structure of a factor, so we are dealing with a one-dimensional questionnaire that allows us to scale both the most valued qualities, and teachers. In summary, our results indicate that, in the context of distance learning, the scale has good psychometric properties to assess distance lecturer teaching activity.