Validation of a reduced scale to assess basic learning skills of university students

The relationship between evaluation and development of the basic competences for the learning of the university students is indisputable, since the evaluation plays an important role in determining what the students learn and the way in which they carry out their academic tasks. With the aim of contributing to the advancement of the evaluation methodology for the assessment of these competences, this study aims to validate a small scale which has been adapted from the Self-report on the development of the basic competences of the students -COMPES-. This scale seeks to measure, in a concise and brief way, the level of competence perceived by the students with respect to a set of basic competences related to the participation of the student in the evaluation of learning. Through a validation study, based on the answers offered by a sample of 480 university students, the factorial structure and internal consistency of the reduced scale are analyzed. The factorial, exploratory and confirmatory analyses, as well as the associated consistency analysis, show an adjusted model with 14 items distributed in four dimensions: Analysis; Resolution and Creative Argumentation; Assessment and communication; Evaluation as a learning process and Teamwork. In conclusion, it becomes clear, firstly, the binomial evaluation and university learning and, secondly, the need and usefulness of having a validated and reduced scale of self-perception of the basic learning competences of university students.