Adaptación de un Instrumento para Evaluar Conceptos Computacionales en Educación Básica Primaria
Resumen
Los sistemas educativos enfrentan el reto de formar ciudadanos críticos y competentes en el uso de tecnologías, lo que exige comprender cómo se adquieren, desarrollan y evalúan las competencias digitales. El pensamiento computacional (PC) se ha consolidado como una competencia esencial del siglo XXI, equiparable a la lectura, la escritura y las matemáticas. Su fundamentación conceptual se ha fortalecido desde la psicología, las ciencias de la computación y las ciencias sociales, permitiendo su definición como constructo. Paralelamente, su evaluación representa un reto para valorar habilidades cognitivas y no cognitivas. A nivel mundial existen instrumentos con evidencia psicométrica para distintos grupos etarios; sin embargo, en Colombia hay escasez de herramientas válidas y confiables para evaluar el PC en primaria. Este artículo presenta la adaptación lingüística y cultural del Computational Thinking Test for Lower Primary (CTt-LP), con el objetivo de evaluar conceptos computacionales en estudiantes de cuarto y quinto grado. Para la validez de contenido, participaron 26 expertos (investigadores, docentes y estudiantes avanzados de ingeniería). La prueba piloto se aplicó a 112 estudiantes entre 9 y 11 años. El análisis psicométrico, basado en la Teoría Clásica de los Tests (TCT), arrojó un Coeficiente de Validez de Contenido (CVC) general de 0.900, reflejando alta concordancia entre expertos. La mayoría de los ítems presentaron validez buena o excelente, y gran parte mostró niveles de discriminación entre buenos y excelentes. Los resultados respaldan la pertinencia del CTt-LP y junto con el análisis de distractores y observaciones cualitativas, ofrecen una guía concreta para su adecuación. Estos hallazgos impulsan el diseño del Computational Thinking Test for Lower Primary Adapted (CTt-LP-Ad), una versión adaptada que aporta a la evaluación objetiva del PC en la educación primaria en Colombia.
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