Proposal for Innovation in the Evaluation Process of Expected Learning Outcomes (ELOs) RAEs: A Scalable Model for Colombian Universities. Scalable Model for Colombian Universities
DOI:
https://doi.org/10.26507/paper.4229Keywords:
RAE’s RAP’s, accreditation, high quality, scalable proposal, CNA, ABET, EUR -ACEAbstract
This article presents an innovative pilot for the evaluation of Expected Learning Outcomes (ELOs) and Program Learning Outcomes (PLOs) in the Industrial Engineering Program at Escuela Colombiana de Ingeniería Julio Garavito. The proposal aims to strengthen the alignment of academic programs with national and international standards, promoting a more objective and structured assessment of the competencies acquired by students throughout their education. In the Colombian context, evaluating learning outcomes is a complex challenge, as it requires integrating accreditation requirements set by the National Accreditation Council (CNA, 2024) with global standards established by organizations such as the Accreditation Board for Engineering and Technology (ABET, 2024) and the European Accreditation of Engineering Programmes (EUR-ACE, 2024).
Education in Colombia is conceived as a Complex Social System (Navarro, 2023), where multiple actors and institutions interact in a dynamic environment. In this sense, the evaluation of engineering skills and competencies must be reconsidered (Navarro, 2024) to enable its implementation across various universities in the country, ensuring consistency in assessment methods and comparability of results. Our pilot project addresses this issue through an evaluation model structured in three key stages of the academic cycle: at the beginning (first semester), at the midpoint (fourth semester), and at the final stage (professional internships). This approach allows for measuring the evolution of students' competencies throughout the program, providing valuable information for curriculum improvement and pedagogical guidance.
For the implementation of the pilot, diversified methodological strategies have been designed, including group and individual projects, active learning workshops, and written assessments that provide a comprehensive view of student performance. Additionally, a technological instrument with an interactive interface has been developed to facilitate the collection, analysis, and tracking of learning evidence. This platform enables students, professors, and coordinators to record progress in each of the ELOs and PLOs, providing continuous feedback and a framework for progressive learning improvement.
As part of the methodological design, a matrix flowchart of the evaluation process has been created, along with a systematic structure for longitudinally tracking competency development. The integration of this approach ensures alignment with national and international standards, as well as with the demands of the industrial and academic environment. This model not only facilitates the continuous improvement of teaching-learning processes but also enables the generation of effective action plans to bridge gaps in the training of future engineers.
The pilot has the potential to strengthen evaluation processes in engineering programs across different universities, enhancing its replicability and scalability in other educational contexts. Its application will contribute to the construction of more organic and adaptive educational systems (Navarro et al., 2023, 2019), fostering an evaluation culture focused on competency development and learning improvement.
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