A formal model for assessing the learning outcomes of academic programs

IF 2 4区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY

Evaluation and Program Planning Pub Date : 2025-08-28 DOI:10.1016/j.evalprogplan.2025.102644

Manuel F. Caro , Elviara P. Flórez , Isabel C. Muñoz

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Abstract

Many academic programs face persistent challenges in evaluating learning outcomes with consistency, traceability, and alignment to curricular goals. This study introduces a formal model for the systematic assessment of learning outcomes across an academic program. The model is grounded in set theory and matrix algebra, integrates the SOLO taxonomy to classify levels of cognitive performance, and structures evaluation across three defined assessment moments: early, mid, and final stages of the academic trajectory.

The model was applied to a five-year teacher training program in Computer Science and validated through empirical data collection and statistical analysis. A paired t-test confirmed a significant decline in learning outcome performance between the initial and final stages of the program, while ANOVA results indicated consistent performance across courses at each stage. Based on these findings, the model also supports the generation of outcome-specific improvement plans, recalibrating performance expectations iteratively.

The proposed model contributes to outcome-based education by offering a replicable framework for aligning course-level evidence with program-level competencies. Its integration of structured assessment, cognitive benchmarking, and iterative feedback enables academic institutions to monitor student achievement longitudinally and support continuous curriculum improvement.

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评估学术课程学习成果的正式模型

许多学术项目在评估学习成果的一致性、可追溯性和与课程目标的一致性方面面临着持续的挑战。本研究引入了一个正式的模型，用于系统地评估整个学术课程的学习成果。该模型以集合论和矩阵代数为基础，集成了SOLO分类法来对认知表现水平进行分类，并在三个定义的评估时刻进行评估：学术轨迹的早期、中期和最后阶段。将该模型应用于计算机科学五年制教师培训项目，并通过实证数据收集和统计分析进行验证。配对t检验证实，在项目的初始阶段和最后阶段之间，学习成果表现显著下降，而方差分析结果表明，每个阶段的课程表现一致。基于这些发现，该模型还支持生成特定结果的改进计划，迭代地重新校准绩效期望。该模型提供了一个可复制的框架，将课程水平的证据与项目水平的能力相结合，从而促进了基于结果的教育。它整合了结构化评估、认知基准和迭代反馈，使学术机构能够纵向监控学生的成绩，并支持持续的课程改进。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Evaluation and Program Planning SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.10

自引率

6.20%

发文量

112

期刊介绍： Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.