Assessment of Curriculum Design by Learning Outcomes (LO)

Detalhes bibliográficos
Autor(a) principal: Mendoza, Walter
Data de Publicação: 2022
Outros Autores: Ramírez, Gabriel M., González, Claudio, Moreira, Fernando
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11328/4407
Resumo: This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.
id RCAP_1d9b45cba08691aeba9f476a24f82b1a
oai_identifier_str oai:repositorio.uportu.pt:11328/4407
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str
spelling Assessment of Curriculum Design by Learning Outcomes (LO)AssessmentQualityCurriculum designLearning outcomesThis paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.MDPI - Multidisciplinary Digital Publishing Institute2022-08-10T13:12:32Z2022-08-10T00:00:00Z2022-08-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/4407eng2227-7102 (Electronic)https://doi.org/10.3390/educsci12080541Mendoza, WalterRamírez, Gabriel M.González, ClaudioMoreira, Fernandoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T02:13:04ZPortal AgregadorONG
dc.title.none.fl_str_mv Assessment of Curriculum Design by Learning Outcomes (LO)
title Assessment of Curriculum Design by Learning Outcomes (LO)
spellingShingle Assessment of Curriculum Design by Learning Outcomes (LO)
Mendoza, Walter
Assessment
Quality
Curriculum design
Learning outcomes
title_short Assessment of Curriculum Design by Learning Outcomes (LO)
title_full Assessment of Curriculum Design by Learning Outcomes (LO)
title_fullStr Assessment of Curriculum Design by Learning Outcomes (LO)
title_full_unstemmed Assessment of Curriculum Design by Learning Outcomes (LO)
title_sort Assessment of Curriculum Design by Learning Outcomes (LO)
author Mendoza, Walter
author_facet Mendoza, Walter
Ramírez, Gabriel M.
González, Claudio
Moreira, Fernando
author_role author
author2 Ramírez, Gabriel M.
González, Claudio
Moreira, Fernando
author2_role author
author
author
dc.contributor.author.fl_str_mv Mendoza, Walter
Ramírez, Gabriel M.
González, Claudio
Moreira, Fernando
dc.subject.por.fl_str_mv Assessment
Quality
Curriculum design
Learning outcomes
topic Assessment
Quality
Curriculum design
Learning outcomes
description This paper analyzes the assessment experience as part of curriculum design by learning outcomes of the Master in User Experience Design of the Universidad Nacional Abierta y a Distancia—UNAD Colombia and the University of Lleida—UdL Spain. The article presents the assessment route, which allows for continuous improvement and is tailored to the self-assessment process. Conceptual references on curriculum design, competencies, purposes, constant improvement, and assessment are outlined for presentation. The theoretical line is based on international and national legal references. Likewise, the educational, pedagogical, and curricular implications of learning outcomes are presented, among them: change of paradigm (teaching vs. learning), coherence of curricular design, change of evaluation (qualification vs. assessment), decision-making, professor training, change of professor attitude, sustainability through assessment, and implementation routes, all of them with the aim of continuous improvement and to maintain the high quality of the program. One of the main conclusions indicates that curriculum design based on learning outcomes should be aligned and coherent at the macro-, meso-, and micro-curricular levels in order to meet the needs and requirements of the professional field.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-10T13:12:32Z
2022-08-10T00:00:00Z
2022-08-10
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/11328/4407
url http://hdl.handle.net/11328/4407
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2227-7102 (Electronic)
https://doi.org/10.3390/educsci12080541
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI - Multidisciplinary Digital Publishing Institute
publisher.none.fl_str_mv MDPI - Multidisciplinary Digital Publishing Institute
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1777302557333389312