Desempeño docente en proyectos de vinculación con la sociedad mediados por entornos digitales

The assessment of teacher performance in social engagement projects mediated by digital environments requires moving beyond purely administrative evaluation approaches and using validated tools that allow for the objective observation of technology-enhanced teaching practices. The study aimed to determine the evidence of validity and reliability of an observation guide designed to evaluate the performance of teachers collaborating in social engagement projects mediated by digital environments. Using a mixed-methods approach, the study included a phase for instrument design and the establishment of content validity using the Delphi method with 31 experts, followed by a pilot test with 63 teachers from the Instituto Superior Universitario Bolivariano de Tecnología. The resulting instrument comprises 20 analysis criteria distributed across three dimensions: academic, research, and social. Content validity was confirmed with a Kendall’s W coefficient of agreement of 0.847 (p<0.001), and reliability was confirmed with a Cronbach’s alpha of 0.948. The results of the pilot test revealed more favorable performance in the social dimension and the greatest opportunities for improvement in the research dimension. It is concluded that the observation guide has solid evidence of content validity and reliability that support its relevance in the evaluation of teaching performance.