de la Rosa Gómez Anabel, Meza Cano José Manuel, Miranda Díaz Germán Alejandro
Faculty of Higher Studies Iztacala, National Autonomous University of Mexico, Mexico City 04510, Mexico.
Behav Sci (Basel). 2019 Nov 25;9(12):126. doi: 10.3390/bs9120126.
Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.
开放教育资源（OER）包括不同的网络格式，如音频、视频、图像和文本，这些资源可以被修改、重新分发并用于学习特定主题。然而，创建一个具有内容效度的OER评估工具变得很有必要。本研究介绍了使用一个包含41条标准的评分量表进行内容效度验证的过程，每条标准有三个表现水平，该量表是通过对学习对象中应包含的相关方面进行文献检索而制定的。联系了六位专家评委，让他们判断每条标准是必不可少的、有用但非必不可少的还是不必要的。据此计算出内容效度理由（CVR），得到32条经过验证的标准。在一些结论中，可以提到内容的验证过程能够识别出那些需要修改的标准，或者在必要时可以舍弃的标准，以提高整个标题的效度。
