Validation of an Evaluation Tool for Shared Experience in Intercultural Secondary Classrooms through a Structural Equation Model

The object of this work is the construction of an instrument in order to know which are the; strategies, relationships, situations, and so forth, that whether through ignorance or mismanagement of staff and students, have resulted in problematic situations generating a large number of conflicts in the classroom. To that end we’ve followed, as indicated by Muñiz (2010), a process which has taken into consideration the theoretical principles and metrics that allow the validity of inferences made by the instrument used to be maximized. In fact, the validation of the test had begun before the empirical development thereof. It is considered that both psychometric characteristics; reliability and validity, are essential in building measuring instruments. Specifically, this validation process is divided into two sections: exploratory analysis to determine the number of factors and which items to merge into each one. There is also a second level, called “confirmatory”, with the analysis of multivariate regression coefficients based on structural equations. The exploratory factor analysis of principal components identified five factors and the influence of each variable in each of them (Olmedo y Otros, 2012). Furthermore, structural equation modelling verified that the questionnaire measurement model and covariance structure of the responses obtained were a good fit.