Factorial Structure and Reliability of the Scale of Assessment of the Curriculum of University Programs in Chilean Speech and Language Therapist Students

Evaluation and redesign of university training programs should be based on detailed diagnoses, so it is essential curricular assessment tools. This study evaluates the factor structure and internal reliability of the scale of assessment of the curriculum of university programs in Speech and Language Therapist students, who had only psychometric studies in medical students. 220 students who were dealing between the first and fifth year of the career were surveyed. The valid sample remained constituted by 156 students. 118 women (75,64%) and 30 men (24,36%) with ages between 18 and 30 years (M=21,06; D. E.=2,23). An exploratory factorial analysis was made and 8 factors were identified: Curriculum Pertinence, Teaching Methodologies and Assessment, Time Distribution, Courses Objectives, Career Objectives, Teaching-learning Activities, Teaching Team and Objective Fulfilments. Their reliabilities fluctuated between alpha=0, 74 y alpha=0, 86, showing an adequate internal reliability. The results support the validity and reliability of a multidimensional assessment instrument for undergraduate programs in Speech and Language Therapy.