This research arises from the lack of tools to qualify the oral competence of a foreign language. That is relevant to the bets of the knowledge society subject to the socioformative approach. The purpose was to validate the content of a tool to qualify the oral competence of a foreign language at level B1. An instrumental study was used according to the following stages: 1) development of a tool through a socioformative type scheme; 2) review and improvement of the tool by three experts; 3) validation of content by a jury of 16 experts in the field. The results obtained indicate that the tool is suitable for qualifying the oral competence of a foreign language, with an Aiken V higher than V 0.75. The initial reliability was 0.842. Conclusions: the rubric is adequate; however, it must be implemented to a wider public in order to define the construct validity.

This research arises from the lack of tools to qualify the oral competence of a foreign language. That is relevant to the bets of the knowledge society subject to the socioformative approach. The purpose was to validate the content of a tool to qualify the oral competence of a foreign language at level B1. An instrumental study was used according to the following stages: 1) development of a tool through a socioformative type scheme; 2) review and improvement of the tool by three experts; 3) validation of content by a jury of 16 experts in the field. The results obtained indicate that the tool is suitable for qualifying the oral competence of a foreign language, with an Aiken V higher than V 0.75. The initial reliability was 0.842. Conclusions: the rubric is adequate; however, it must be implemented to a wider public in order to define the construct validity.

El estudio que se expone en este artículo es de tipo exploratorio descriptivo, el cual presenta las tendencias que caracterizaron el Diseño Curricular de los programas de Licenciatura en Pedagogía en relación con el desarrollo del área de investigación en la década del 2000 al 2010. Se tomaron como referentes universidades de reconocido prestigio que ofertan la carrera de Pedagogía en México, Chile, Cuba y España, al considerarse el desarrollo que han alcanzado estos países en materia educativa. La investigación incluye el análisis de los planes de estudio en cuanto a sus objetivos, perfiles de ingreso y egreso, con la intención de identificar las posiciones asumidas por universidades de diferentes partes del mundo sobre el desarrollo de la investigación que generan sus estudiantes para obtener el título de Licenciado en Pedagogía, lo que permitió identificar puntos de ...