Browsing by Author "Torres Irribarra, David Esteban"

Now showing 1 - 11 of 11
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    A Pragmatic Perspective of Measurement
    (Springer, 2021) Torres Irribarra, David Esteban
    This book aims to address the challenges of defining measurement in social sciences, presenting a conceptualization of the practice of measurement from the perspective of the pragmatic tradition in philosophy. The book reviews key questions regarding the scope and limits of measurement, emphasizing that if the trust that the public places on mea­sures in the social sciences relies on their connection to the notion of measurement in the physical sciences, then the clarification of the similarities and differences between measurement in the physical and the social realms is of central importance to adequately contextualize their relative advantages and limitations. It goes on to present some of the most influential theories of measurement such as the “classical view” of measurement, operationalism, and the representational theory of measurement, as well as more methodological perspectives arising from the practice of researchers in the social sciences, such as the latent variable perspective, and from the physical sciences and engineering, represented by metrology. This overview illustrates that the concept of measurement, and that of quantitative methods, is currently being used across the board in ways that do not necessarily conform to traditional, classical definitions of measurement, pushing the boundaries of what constitutes our technical understanding of it. Moreover, what constitutes a technical understanding of measurement, and the theoretical commitments that it entails, must vary in different areas. In this context, disagreement on what is constitutive of measurement is bound to appear. Pragmatism is presented as a theoretical perspective that offers the advantage of being flexible and fallibilist, encouraging us to abandon the pursuit of a timeless and perfect definition that attempts to establish decontextualized/definitive demarcation criteria for what is truly measurement. This book will be of particular interest for psychologists and other human and social scientists, and more concretely for scholars interested in measurement and assessment in psychological and social measurement. The pragmatic perspective of measurement presents a conceptual framework for researchers to ground their assessment practices acknowledging and dealing with the challenges of social measurement.
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    Actitudes implícitas y explícitas hacia personas con síndrome de Down: un estudio en colegios con y sin programas de integración de Chile
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Sirlopu, David; Gonzalez Gutierrez, Roberto; Bohner, Gerd; Siebler, Frank; Millar Deuma, David Andrés; Ordoñez Pizarro, María Gabriela; Torres Irribarra, David Esteban; De Tezanos Pinto, Correa Pablo Andrés
    La integración escolar puede disminuir el prejuicio entre sus miembros a través del contacto. En esta área, las investigaciones suelen utilizar medidas explícitas pero son escasas las que han usado mediciones implícitas. En este artículo se pretende evaluar ambos tipos de actitudes hacia las personas con síndrome de Down (PCSD). Ochenta estudiantes chilenos entre los 11 y 15 años, pertenecientes a colegios con y sin programas de integración, participaron de este estudio. Las actitudes implícitas fueron medidas a través del Test de Asociación Implícita (IAT). Los resultados mostraron que los estudiantes, independiente del sistema escolar, mostraron sesgo implícito hacia las PCSD. En las actitudes explícitas, si bien ambas muestras exhibieron bajos niveles de prejuicio, en los colegios integrados se expresó menos ansiedad hacia las PCSD. Finalmente, la calidad, cantidad y saliencia se asociaron con menor ansiedad y más estereotipos positivos hacia las PCSD.
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    Applying the Rasch Model in Social Sciences Using R and BlueSky Statistics
    (Routledge Journals, Taylor & Francis Ltd., 2021) Torres Irribarra, David Esteban
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    Creencias Epistemológicas en Profesores y su Relación con el Desarrollo Profesional desde la Evaluación Docente
    (2021) Vargas Díaz, Sylvia Andrea; Narea Biscupovich, Marigen Soledad; Torres Irribarra, David Esteban
    El desarrollo profesional es fundamental para la calidad de la educación y los sistemas de evaluación docente pueden contribuir a su fortalecimiento. En este estudio se analizó la relación entre las creencias epistemológicas de los docentes y el desarrollo profesional a partir de la evaluación docente en una muestra no probabilística intencionada de profesores de 9 comunas de la Región del Maule, Chile. Los datos fueron recolectados a través del cuestionario de creencias epistemológicas y el cuestionario de consecuencias percibidas de la evaluación docente para el desarrollo profesional, ambos aplicados a 251 profesores de enseñanza básica de zonas urbanas y rurales; hombres y mujeres entre 25 y 66 años. Se realizaron análisis de correlación entre las variables, mediante r de Spearman y un modelo de ecuaciones estructurales. Los resultados demuestran que docentes con creencias ingenuas sobre el conocimiento tienen una mayor percepción de que la evaluación docente contribuye a su desarrollo profesional. Se observan diferencias, dependiendo del contexto: profesores rurales perciben que favorece la autorreflexión sobre la práctica docente y profesores urbanos, que contribuye al aprendizaje, a través del trabajo colaborativo. Estos hallazgos evidencian que características personales de los profesores, como sus creencias y otros factores del contexto, influyen en las consecuencias de la evaluación docente para su desarrollo profesional. Se discute las limitaciones de contar con estándares uniformes en políticas educativas como la evaluación docente nacional, considerando la influencia de factores personales y contextuales en función de los resultados obtenidos.
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    Identidad y actitudes políticas en jóvenes universitarios: el desencanto de los que no se identifican políticamente
    (2005) González Gutiérrez, Roberto; Aldunate Ruff, Nerea Patricia; Aravena Rodríguez, María Teresa; Cortes Acevedo, Flavio Augusto; De Tezanos Pinto Correa, Pablo Andrés; Manzi Astudillo, Jorge; Saiz Vidallet, José Luis; Torres Irribarra, David Esteban
    Este trabajo reporta una investigación que busca analizar las actitudes y orientaciones que caracterizan a un grupo de creciente importancia en el sistema político chileno: quienes no se identifican con partidos o coaliciones. El estudio se organizó a partir de un conjunto de hipótesis derivadas de la Teoría de la Identidad Social, así como de estudios previos relacionados con actitudes políticas generalizadas. La investigación se llevó a cabo en una muestra de estudiantes universitarios de Santiago (N=1460), quienes respondieron un cuestionario autoadministrado. Los resultados confirmaron que quienes no se identifican políticamente tampoco lo hacen con otros referentes colectivos como la nación y la religión. Sus actitudes políticas son también distintivas: en comparación con quienes se identifican con partidos o coaliciones, su cinismo político es mayor y su eficacia política menor. Su tolerancia política y autoritarismo difiere de quienes se identifican con partidos o coaliciones de derecha y su adhesión a la democracia se encuentra en un nivel intermedio con respecto a quienes se identifican con la centro-derecha y centro-izquierda. En su conjunto, los resultados muestran que este grupo manifiesta una clara retracción con respecto a referentes de identidad e integración social. El trabajo concluye recomendando la realización de estudios longitudinales que permitan establecer y caracterizar las transiciones identitarias que llevan a esta forma de desafección política.
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    Measuring Well What Is Ill Defined?
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017) Torres Irribarra, David Esteban
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    Modeling for Directly Setting Theory-Based Performance Levels
    (2015) Torres Irribarra, David Esteban; Diakow, Ronli; Freund, Rebecca; Wilson, Mark
    This paper presents the Latent Class Level-PCM as a method for identifying and interpretinglatent classes of respondents according to empirically estimated performance levels. The model,which combines elements from latent class models and reparameterized partial credit modelsfor polytomous data, can simultaneously (a) identify empirical boundaries between performancelevels and (b) estimate an empirical location of the centroid of each level. This provides moredetailed information for establishing performance levels and interpreting student performancein the context of these levels. The paper demonstrates the use of the Latent Class L-PCM on anassessment of student reading proficiency for which there are strong ties between the hypothesizedtheoretical levels and the polytomously scored assessment data. Graphical methods for evaluatingthe estimated levels are illustrated
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    Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs
    (BLACKWELL PUBLISHING, 2008) Sirlopu Diaz, David Ricardo; González Gutiérrez, Roberto; Bohner, Gerd; Siebler, Frank; Ordoñez Pizarro, María Gabriela; Millar Deuma, David Andres; Torres Irribarra, David Esteban; De Tezanos Pinto, Correa Pablo Andrés
    The effects of school inclusion programs on male and female nondisabled students' stereotypes and attitudes toward people with Down syndrome were studied. Nondisabled students (11-15 years of age) from schools with and without inclusion programs reported positive and negative attitudes toward people with Down syndrome. As hypothesized, girls and students attending schools with inclusion programs showed more favorable attitudes toward people with Down syndrome than did boys and students attending schools without inclusion programs, respectively. Interaction effects of school system and sex of participant suggest that boys' attitudes, in particular, benefit from inclusive schooling. The study provides evidence for the effectiveness of inclusion programs in ameliorating prejudice and intergroup anxiety; and in promoting positive attitudes, affect, and trust.
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    The challenge of defining and interpreting dimensionality in educational and psychological assessments
    (Elsevier, 2023) Torres Irribarra, David Esteban; Arneson, Amy E.
    In psychology and education, attributes often lack a clear or universally agreed-upon dimensional structure. Constructs, such as intelligence, personality, teacher quality, or school climate, are typically assessed under seemingly unified labels. However, these labels often conceal complex bundles of concepts, ranging from simple factor lists to elaborate theoretical models outlining their relationships. Consequently, the assumption that multiple dimensions are required to capture this intricate complexity raises questions about how many dimensions to consider and how to interpret them. Previous literature on dimensionality has predominantly focused on the coordination between theoretical and statistical perspectives. On the one hand, researchers explore the theoretical attributes hypothesized to underlie assessment results. On the other hand, they examine the dimensional structure as a fundamental assumption underlying the statistical models used to generate results. However, assessments are often subject to constraints driven by time, resources, legal or regulatory requirements, and the users’ capacity to comprehend the results. These constraints operate independently of theoretical specifications or the ideal fit of statistical models. This paper argues that an additional perspective of use is crucial for addressing the challenges posed by dimensionality. Integrating these perspectives—theory, statistics, and use—is essential to understand comprehensively the complexity surrounding dimensionality. These perspectives represent a descriptive account that considers the constraints imposed by different groups involved in designing an assessment instrument, including substantive researchers, psychometricians, and users. Coherence among these strands is essential, aligning the guiding theory for assessment design, the statistical models used to produce results, and the practical utilization of those outcomes.
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    The portfolio in the national teacher evaluation system in chile: Collecting evidence of validity as part of the instrument construction process
    (Springer, 2021) Torres Irribarra, David Esteban; Zapata, Álvaro
    This chapter discusses how the collection of validity evidence is integral to the development process of the portfolio used in Chile's National Teacher Evaluation System (NTES). Following the validity framework of the Standards for Educational and Psychological Testing (AERA, APA, and NCME, 2014), the chapter begins by clarifying the use of the portfolio in the context of this national evaluation system. It explains how different phases of the portfolio construction process lend themselves to the collection of various types of evidence considered in the Standards, and how these inquiries are part of a logic of continuous improvement of this instrument. The relationship between instrument development and evidence collection is approached from the conceptual framework of Construct Modeling (Wilson, 2005). We discuss how various stages of the instrument development process considered in this framework can contribute to the collection of evidence of content, response process, and internal structure that will inform the construction of a validity argument (Kane, 1992). We describe how during each stage of portfolio development and review data are collected from multiple sources to improve the quality of the instrument and to document the evidence needed to support a validity argument regarding its use. The chapter concludes by emphasizing the value of understanding the validation process as a simultaneous aspect of developing an assessment instrument, not just for documenting in retrospect the evidence supporting the intended uses, but also to examine the quality of the instrument in a framework of continuous improvement.