Developing and Validating a Knowledge Test on Flood Risk for Primary Teachers

Abstract This article presents the development and psychometric analysis of a test designed to assess knowledge about flood risk among pre-service primary school teachers. The test was developed within the framework of the Return project and administered to 149 finalyear students enrolled in a Primary Education degree program. Following the initial construction of 14 items, item difficulty, discrimination, and reliability were evaluated using Classical Test Theory. After removing underperforming items, a final version of the test was obtained, consisting of 10 items with acceptable levels of difficulty, good discriminative power, and a satisfactory KR20 reliability index. The resulting test represents a valid tool for measuring knowledge levels about flood risk. Future directions include test standardization and the adaptation of the instrument for use with children and in different linguistic and cultural contexts.