Abstract:

At the moment collaborative learning projects are being promoted in schools using interesting technologies and measuring instruments available for evaluation. This article, part of a research project funded by the Spanish Ministry of Science and Innovation (EDU2011-28071) discloses the validity and reliability of a scale for the assessment of learning projects collaboratively with ICT from the point of view of the student. The main purpose of this tool is to learn what students of Primary and Secondary Education have to say about this methodology of collaborative learning.

A 20-item scale was designed in a semantic differential format with 7 response categories. The proposed items took into account various dimensions of collaborative learning, such as the ability to share, support among students, socialization and interpersonal relationships, motivation and usefulness for learning (Johnson & Johnson, 1986; Driscoll & Vergara, 1997). The scale was applied in seven schools in which several collaborative projects with ICT are being implemented. It has collected 392 responses from students of Primary and Secondary Education.

To determine the construct validity, the descriptive scale data were obtained, as well as correlations between items and the correlation of these with the final score of the scale. The results of the analysis show adequate construct validity as well as high levels of reliability, therefore, the scale is a valid and reliable instrument for assessing collaborative learning projects with ICT from the perspective of students.

Keywords:

Collaborative learning projects, ICT, primary education, secondary education, evaluation, measurement instrument.