Model for evaluation of learning outcomes in higher education

Abstract

The evaluation of teaching quality and the results obtained from it are recognized in different socio-economic circles as a demonstration of excellence that an institution of higher education possesses. Although this process is carried out in primary basic education, in the Colombian case, it became a regulatory issue for higher education through decrees such as 1330 of 2019 and resolutions 21795 of 2020, which express self-evaluation processes of programs and 15224 of 2020, which establishes quality parameters of higher education institutions carried out by the Ministry of National Education through the system that is part of it, such as CONOCES and CNA National Accreditation Council. The objective of these organizations is to measure and monitor the quality of the programs offered and the correspondence of educational establishments in the country in terms of higher education.

With the arrival of decrees and regulations, the main need identified within institutions was how to incorporate learning outcomes into existing curricula, how to relate them to the competencies to be developed in the propaedeutic cycles, and the central aspect of this document to highlight is how to generate a relevant evaluation of learning outcomes in such a way that it allows for a holistic view of the programs and not just the teaching-learning process belonging to the higher education system.

Based on the analysis carried out and in search of answers to the questions asked, it seeks to identify the strengths and weaknesses in the different aspects that make up higher education, both within institutions and in the existing offer in this same sector, since in previous years, evaluation, despite being conceived within the same regulatory environment, presented a separation between what concerns teachinglearning, pedagogical models, and physical and technological resources that ensure education with relevance.