Design and validation of a questionnaire on literacy in higher education

The article describes the procedure followed in the design of a questionnaire that allows the analysis of the competences in literacy of university professors from two universities in Medellin. Methodologically, a descriptive non-experimental quantitative study was analyzed, to the extent that there were no manipulations of independent variables. Likewise, the final questionnaire was theoretically structured from four dimensions: Function of reading and writing, State of the processes of literacy, Practices around literacy and academic writing, which were sometimes an expert judgment together with the items that make it up. In relation to the results, it was obtained that in the Content Validity Index of the entire test (CVI) the value was 0.96; with respect to the confirmation of the total questionnaire in the Cronbach's Alpha model considered a value of 0.94, which shows a very high internal consistency. In conclusion, a valid and reliable instrument was obtained that determines the level of literacy of teachers in higher education that can be replicated and used in institutional diagnoses and subsequent studies.