Constructive alignment of competencies, learning outcomes and assessment strategies Case study in the programs of the Universidad Francisco de Paula Santander Ocaña

Abstract

The Institutional Educational Project of the Universidad Francisco de Paula Santander Ocaña defines the process of teaching, learning, and evaluation for future professionals through its focus on teaching, research, and community engagement. This is based on a social constructivist approach, where the teacher plays the role of both organizer and guide, helping students connect prior knowledge with new concepts. The goal is to develop independent learners who take responsibility for their own growth and are capable of continuous improvement. A key aspect of the social constructivist model is active student participation in the learning process. The institutional model ensures that all elements of the academic programs are well-connected and aligned, from competencies and learning outcomes to the evaluation strategies used in the classroom. This creates a structured yet flexible framework that supports student development. To analyze how this model functions in practice, a descriptive methodology was used, covering the phases of curricular planning, classroom implementation, and ongoing assessment of both students and teachers. A measurement instrument was applied to a sample of 362 teachers, representing 94.76% of the institution’s faculty. The findings revealed that 24.0% of teachers applied learning-by-doing strategies, while 12.4% emphasized interaction-based learning. These approaches highlight the importance of active, meaningful learning experiences. However, the majority 51.4% reported using a mix of strategies, suggesting that the model is being applied in a holistic way across different classroom contexts. When designing formative and evaluative activities, 33.7% of teachers prioritized collaborative learning, encouraging students to construct knowledge through discussion, analysis, and interaction with both their peers and instructors. This reinforces the core principles of social constructivism, which views learning as an active and cooperative process rather than a passive intake of information. In terms of classroom techniques, the most commonly used methods included workshops, class exercises, reading technical documents, group work, and presentations. These activities strike a balance between practical application, collaboration, and critical thinking, helping students develop problem-solving skills, teamwork abilities, and project-planning expertise. Overall, the pedagogical practices observed align well with the social constructivist approach. The emphasis on interaction, meaningful learning, and reflective evaluation plays a key role in shaping students’ academic experiences. These strategies not only support the development of competencies outlined in graduation and occupational profiles but also provide valuable insights for refining teaching methods and strengthening student learning outcomes.