Abstract

This research study aims to design, validate, and implement instruments to assess disciplinary knowledge in mathematics, biology, chemistry, and physics, of students enrolled at Universidad de Concepción (Chile). The profile of higher education students has undergone changes, posing the challenge of improving diagnostic and support measures. The instruments are collaboratively designed and piloted in a sample of first-year students. The results of the statistical analysis indicate that all instruments have adequate psychometric properties of construct and criteria validity and reliability. Exploratory factor analysis allows identifying the factors of each diagnostic test according to the items' complexity, which is consistent with the intended design. It is concluded that the designed, validated, and implemented instruments of the present study can serve to develop support strategies that meet specific student needs to facilitate their adaptation to university. © (2023), (Centro de Informacion Tecnologica). All Rights Reserved.