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dc.contributor.author Ayala, Ricardo
dc.contributor.author Messing, Helga
dc.contributor.author Labbé, Caroline
dc.contributor.author Obando, N. Isabel
dc.date.accessioned 2024-09-26T00:42:29Z
dc.date.available 2024-09-26T00:42:29Z
dc.date.issued 2010
dc.identifier.issn 0716-050X
dc.identifier.uri https://repositorio.uss.cl/handle/uss/13210
dc.description.abstract This study is a quantitative research that assesses the internal consistency of study programs at a private university. Specifically, it examines the assessment of learning and the consistency between planned learning goals and learning outcomes assessment. To this aim, volunteer teachers were considered, who offered their programs to participate in this study. Using Bloom's taxonomy of cognitive learning levels, we analyzed twelve programs. We found differences between formative intention and design of the assessment forms. We conclude that the dominant practice is focused on learning seen as an instruction. Secondarily, there are some evidences of an emergent practice, in which learning is seen as a construction. On the last pages of this paper there is a proposal of work for teachers. en
dc.language.iso spa
dc.relation.ispartof vol. 36 Issue: no. 1 Pages: 53-67
dc.source Estudios Pedagogicos
dc.title Congruencia entre el diseño curricular y la evaluacion de los aprendizajes esperados en catedras impartidas en una Universidad Chilena es
dc.title.alternative Consistency between curricular design and evaluation of expected learning in university subjects tought in the Chilean University en
dc.type Artículo
dc.identifier.doi 10.4067/S0718-07052010000100002
dc.publisher.department Facultad de Ciencias para el Cuidado de la Salud


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