Evaluating counseling and tutoring: the design and validation of a measurement instrument (EFAT)

Abstract

INTRODUCTION. Given the importance attributed to tutoring in education intervention and guidance implementing studies focused on the empirical analyses and the functions associated with the tutorial action are required. METHOD. This paper presents and describes the process of construction and validation of an instrument aimed at Evaluating the Functions Associated to the Tutoring Action (EFAT) in Primary Education (EP) and Compulsory Secondary Education (ESO). The theoretical matrix of reference was developed from a thorough and exhaustive review of the literature and the education legislation, and constitutes the starting point from which the instrument was designed. This first version was submitted to validation of experts and, subsequently, the final instrument was applied to a sample of 215 tutors of Primary and Compulsory Secondary schools. Finally, it was conducted on a construct validation based on a Second Order Confirmatory Factor Analysis (CFA). RESULTS. The results show important features in common between the models validated in each population of interest (Primary Education and Compulsory Secondary Education), as well as certain distinguishing aspects. DISCUSSION. There are complex relationships that are established between the different tutorial functions and tasks that tutors perform in schools. The definition of a “model of functions associated with the tutorial action” such as the one proposed in this paper, as well as the construction and validation of an instrument for its evaluation, allows for the establishment of a competence definition adjusted to the current reality. it is possible to establish policies to improve the guidance and tutoring actions.