Assessment by learning outcomes, an approach to measure the capabilities and skills of the topographic and geomatic engineer of the Universidad del Quindío

Abstract

In accordance with Decree 1330 of 2019 and the guidelines of the National Accreditation Council (CNA), higher education institutions in Colombia must design academic programs centered on learning outcomes (LOs), aligned with the graduate profile and the needs of the sector. In this context, the Topographic and Geomatic Engineering program at the University of Quindío has been adopting a learning-oriented approach focused on LOs, with the aim of ensuring the relevance of the training and the coherence between the degree awarded and the demands of the professional environment.

This paper presents a strategy developed by a group of faculty members in the program, based on the measurement of the program’s LOs. The strategy organizes the monitoring of students’ abilities and skills across three levels: semesters 1–3, 4–6, and 7–10. This structure will make it possible to demonstrate progressive advancement in the development of technical, analytical, and ethical competencies, viewing assessment as an integral, continuous, and coherent process aligned with the LOs of each academic course, the program’s graduate profile, and continuous improvement criteria. The implementation of this strategy strengthens quality assurance and enables timely curricular adjustments in response to changes in the professional environment and the challenges of engineering education.