• A formal model for assessing t...

*Result*: A formal model for assessing the learning outcomes of academic programs.

Title:
A formal model for assessing the learning outcomes of academic programs.
Authors:
Caro MF; Departamento de Informática Educativa, Universidad de Córdoba, Carrera 6 No. 77-305, Montería, 230002, Córdoba, Colombia. Electronic address: manuelcaro@correo.unicordoba.edu.co., Flórez EP; Departamento de Ciencias Naturales, Universidad de Córdoba, Carrera 6 No. 77-305, Montería, 230002, Córdoba, Colombia. Electronic address: epatriciaflorez@correo.unicordoba.edu.co., Muñoz IC; Departamento de Informática Educativa, Universidad de Córdoba, Carrera 6 No. 77-305, Montería, 230002, Córdoba, Colombia. Electronic address: icristina@correo.unicordoba.edu.co.
Source:
Evaluation and program planning [Eval Program Plann] 2026 Feb; Vol. 114, pp. 102644. Date of Electronic Publication: 2025 Aug 28.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Elsevier Country of Publication: England NLM ID: 7801727 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-7870 (Electronic) Linking ISSN: 01497189 NLM ISO Abbreviation: Eval Program Plann Subsets: MEDLINE
Imprint Name(s):
Publication: 1994- : [Oxford] : Elsevier
Original Publication: 1978-1993: Elmsford, N. Y., Pergamon Press.
MeSH Terms:
Program Evaluation*/methods , Educational Measurement*/methods , Learning* , Models, Educational*, Humans ; Curriculum
Contributed Indexing:
Keywords: Formal evaluation model; Learning outcomes assessment; Outcome-based education (OBE); Program-level evaluation; SOLO taxonomy
Entry Date(s):
Date Created: 20250910 Date Completed: 20251211 Latest Revision: 20251211
Update Code:
20260130
DOI:
10.1016/j.evalprogplan.2025.102644
PMID:
40929772
Database:
MEDLINE

*Further Information*

*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.
(Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.)*