Design and qualitative validation of a critical reading test for tertiary education in Colombia

Abstract

This text presents advances of the instrumental research that proposes the creation of a critical reading test aimed at undergraduate students in Colombia. The test was design from the ICFES’ Critical Reading test frame of reference and methodology (Item Response Theory, IRT). A bank of items was designed and submitted to an evaluation in search of evidence of its content validity, achieving the approval of 87.5% of the items by the five judges convened (language experts). It was due to the favoring of discussion and attention to the judges' observations. The project will continue with the evaluation of quantitative validity through a pilot test to achieve a valid and reliable test, as well as comparable to the ICFES one.