<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572023000200019</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.46.22481</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de instrumentos evaluativos empleados en ciencias durante la pandemia: selección múltiple, indicadores y rendimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of evaluative instruments used in science during the pandemic: multiple selection, indicators and performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urrejola-Contreras]]></surname>
<given-names><![CDATA[Gabriela Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Lizama]]></surname>
<given-names><![CDATA[Miguel Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Viña del Mar Escuela de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>46</numero>
<fpage>19</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000200019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  Las evaluaciones de opción múltiple constituyen el instrumento ampliamente usado en ciencias para evaluar al estudiantado; sin embargo, la reciente pandemia exigió adaptar este tipo de instrumento al entorno virtual. Este contexto requirió valorar la calidad de los instrumentos mediante índices de discriminación, consistencia interna y relacionarlo con el rendimiento académico.  Objetivo  Evaluar los instrumentos de evaluación empleados en modalidad online durante la pandemia por COVID-19, y el rendimiento de los estudiantes en ciencias de la salud.  Método  Se realizó la revisión de los 5 instrumentos de la asignatura Estructura y Función formados por 290 bancos de preguntas aleatorias para evaluar cada contenido en estudiantes de primer año durante el 2020 en la escuela de ciencias de la salud en la Universidad Viña del Mar. Se analizaron los datos obtenidos a partir de la plataforma virtual y se interpretaron los índices de discriminación, facilidad, eficiencia discriminativa, consistencia interna y rendimiento académico mediante un informe que fue compartido con los docentes para identificar los parámetros de calidad y validez.  Resultados  Del total de bancos de preguntas evaluados, un 70.2% de las preguntas presentaron adecuada discriminación y solo un 5.6% debieran ser eliminadas. El certamen dos obtuvo el menor rendimiento promedio 3.9 ± 0.99; sin embargo, presentó la consistencia interna más alta: 81%. Al comparar todos los instrumentos se observó una mejora gradual en la formulación, reflejada en el examen final, en el que además el rendimiento académico concuerda con el promedio del semestre 4.2 ± 0.92.  Conclusiones  El rendimiento académico debe ponderarse en relación con la calidad del instrumento formulado en el que, a menor índice de facilidad, existe una mayor consistencia interna, representado por la mayor eficiencia discriminativa de las preguntas. El proceso de diseño y formulación de los instrumentos debe cuidar y examinar estas pautas para resguardar criterios de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  Multiple-choice assessments are the instrument widely used in science to assess students, however, the recent pandemic required adapting this type of instrument to the virtual environment. This context required evaluating the quality of the instruments through discrimination indices, internal consistency and relating it to academic performance.  Objective  Evaluate the evaluation instruments used in online mode during the Covid-19 pandemic and the performance of students in health sciences.  Method  The revision of the 5 instruments of the Structure and Function subject formed by 290 banks of random questions was carried out to evaluate each content in first-year students during 2020 in the school of health sciences at the Viña del Mar University. The data obtained from the virtual platform and the indices of discrimination, facility, discriminative efficiency, internal consistency and academic performance were interpreted through a report that was shared with the teachers to identify the parameters of quality and validity.  Results  Of the total number of question banks evaluated, 70.2% of the questions presented adequate discrimination and only 5.6% should be eliminated. Contest two obtained the lowest average performance 3.9±0.99, however, it presented the highest internal consistency 81%. When comparing all the instruments, a gradual improvement in the formulation was observed, reflected in the final exam, in which the academic performance also agrees with the average of the semester 4.2±0.92.  Conclusions  Academic performance must be weighed in relation to the quality of the formulated instrument, in which, at a lower ease index, there is greater internal consistency, represented by the greater discriminative efficiency of the questions. The design and formulation process must take care of and examine these guidelines to safeguard quality criteria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación médica]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[indicadores de calidad]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[preguntas selección múltiple]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[quality control]]></kwd>
<kwd lng="en"><![CDATA[learning assessment]]></kwd>
<kwd lng="en"><![CDATA[multiple choice questions]]></kwd>
</kwd-group>
</article-meta>
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