Revisión sistemática de las características de evaluación curricular en programas académicos de pregrado a través del método PRISMA-NMASystematic review of the characteristics of curricular evaluation in undergraduate academic programs through the PRISMA-NMA methodMónica Viviana Cely-Salazarps.monicacely@gmail.com Fundación Universitaria Konrad Lorenz: Bogotá, Bogotá, ColombiaAbel Quiñones-Urquijoabel.quinones@unini.edu.mx Universidad Internacional Iberoamericana, ColombiaDOI: http://dx.doi.org/10.22458/caes.v13i2.441530 de noviembre de 2022pp. 150 – 174Recibido: 09 de junio de 2022Aprobado: 20 de setiembre de 2022ResumenLas prácticas de evaluación curricular en la educación superior son indispensables, dados los procesos de autoevaluación y autorregulación exigidos por las secretarías y ministerios de educación de cada país. Por lo tanto, este estudio tiene como objetivo identificar las características de las prácticas de evaluación curricular en programas de educación superior, por medio un análisis documental que incorpora el flujograma del método PRISMA-NMA. Los resultados obtenidos demuestran que en la mayoría de los estudios no se contó con modelos de evaluación curricular, sino que se basaron en el desarrollo de metodologías fundamentadas en los paradigmas cualitativo y cuantitativo, de igual manera, se identificaron las características y los elementos necesarios para el desarrollo de un proceso de evaluación curricular.Palabras clave: Evaluación; Modelo; Evaluación Curricular; Evaluación Institucional; Evaluación de Programas.AbstractCurricular evaluation practices in higher education are essential, given the self-evaluation and self-regulation processes required by the secretariats and ministries of education in each country. Therefore, this study aims to identify the characteristics of curricular evaluation practices in higher education programs, through a documentary analysis that incorporates the flowchart of the PRISMA-NMA method. The results obtained show that most of the studies did not have curricular evaluation models but were based on the development of methodologies based on qualitative and quantitative paradigms, in the same way, the characteristics and necessary elements were identified for the development of a curricular evaluation process.Keywords: Evaluation; Model; Curriculum Evaluation; Institutional Evaluation; Program Evaluation.IntroducciónEn el abordaje de la evaluación curricular, nos remontaremos a sus inicios, Ralph Tyler (2000) incursiona en los entornos educativos las palabras examinar (examining) y pruebas (testing) para hacer referencia a la verificación de los recuerdos o aprendizajes memorísticos de parte de los estudiantes, en coherencia con el énfasis para la época; a principios del siglo XIX, el proceso educativo estaba centrado en determinar el número de conocimientos que una persona podía recordar.Sin embargo, en la actualidad, la educación superior está afrontando un reto incesante, el diseño, implementación y evaluación de currículos, dado que la mayor parte de programas académicos de pregrado declaran un objetivo de formación académica y requieren corroborar su cumplimiento y la eficacia de sus estrategias ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1186/s12909-020-02430-9","abstract":"© 2021, The Author(s). Background: Simulation based medical education (SBME) allows learners to acquire clinical skills without exposing patients to unnecessary risk. This is especially applicable to Emergency Medicine training programs where residents are expected to demonstrate proficiency in the management of time critical, low frequency, and highly-morbidity conditions. This study aims to describe the process through which a SBME curriculum was created, in a limited simulation resource setting at a 4-year Emergency Medicine (EM) residency program at the American University of Beirut Medical Center. Methods: A case-based pilot simulation curriculum was developed following Kern’s 6 step approach to curriculum design. The curricular objectives were identified through an anonymous survey of the program’s residents and faculty. Curriculum outcomes were assessed, and the curriculum was revised to address curricular barriers. Evaluations of the revised curriculum were collected during the simulation sessions and through a whole revised curriculum evaluation at the end of the first year of its implementation. Results: 14/20 residents (70%) and 8/8 faculty (100%) completed the needs assessment from which objectives for the pilot curriculum were developed and implemented through 6 2-h sessions over a 1-year period. Objectives were not met and identified barriers included cost, scheduling, resources, and limited faculty time. The revised curriculum addressed these barriers and 24 40-min sessions were successfully conducted during the following year. The sessions took place 3 at a time, in 2-h slots, using the same scenario to meet the objectives of the different learners’ levels. 91/91 evaluations were collected from participants with overall positive results. The main differences between the pilot and the revised curricula included: a better understanding of the simulation center resources and faculty’s capabilities. Conclusion: Simulation-based education is feasible even with limited-resources. However, understanding the resources available, and advocating for protected educator time are essential to implementing a successful EM simulation curriculum.","author":[{"dropping-particle":"","family":"Sawaya","given":"R.D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mrad","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rajha","given":"E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Saleh","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rice","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"BMC Medical Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"title":"Simulation-based curriculum development: lessons learnt in Global Health education","type":"article-journal","volume":"21"},"uris":["http://www.mendeley.com/documents/?uuid=fb2690eb-6a8c-3e81-9a98-6edbc4465ce0"]},{"id":"ITEM-2","itemData":{"DOI":"10.5688/ajpe8079","abstract":"© 2021, American Association of Colleges of Pharmacy. All rights reserved. Objective. To design, implement, and assess the initial impact of a pharmacy student research and scholarship training pathway. Methods. The Research and Scholarship in Pharmacy (RASP) pathway was designed to create a longitudinal, elective pathway within a Doctor of Pharmacy (PharmD) curriculum at a single institu-tion. The pathway consisted of three elective courses built around a faculty-mentored scholarly project where students framed an answerable question, generated and interpreted relevant data, and commu-nicated their findings in oral and written form. Following implementation, a retrospective, multi-method analysis was conducted to evaluate the impact of the program on the initial two student cohorts that completed it and assess their perceptions of the value of the pathway. Results. Fifty students (25 in each of two cohorts) completed the three-course sequence. Students were supported by 33 distinct faculty mentors. Thirty-eight (76%) students presented an abstract derived from their project at a national meeting. The first cohort exit survey (96% response rate) revealed positive student perceptions regarding the value of and satisfaction with the research pathway. Twenty-three (96%) students were satisfied with their research experience, 21 (88%) were satisfied with their faculty mentor, and 24 (100%) were satisfied with their development of project management skills. In the first cohort, 10 (40%) students published an original research manuscript within one year of grad-uation. Conclusion. The Research and Scholarship in Pharmacy pathway feasibly and effectively provided a mechanism for students to engage in a faculty-mentored longitudinal research experience within a PharmD curriculum that promoted skill development and opportunities for scholarship. Initial implementation demonstrated high rates of student satisfaction, low rates of student attrition, and high rates of scholarly output.","author":[{"dropping-particle":"","family":"Morbitzer","given":"K.A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"McLaughlin","given":"J.E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ozawa","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Beechinor","given":"R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Dumond","given":"J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pomykal","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Bush","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Zhang","given":"Q.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Carpenter","given":"D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Lee","given":"C.R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"American Journal of Pharmaceutical Education","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2021"]]},"page":"55-66","title":"Implementation and initial evaluation of a research and scholarship training pathway in a doctor of pharmacy curriculum","type":"article-journal","volume":"85"},"uris":["http://www.mendeley.com/documents/?uuid=6b852597-94a5-32e3-934c-6ce91c7114b2"]}],"mendeley":{"formattedCitation":"(Morbitzer et al., 2021; Sawaya et al., 2021)","plainTextFormattedCitation":"(Morbitzer et al., 2021; Sawaya et al., 2021)","previouslyFormattedCitation":"(Morbitzer et al., 2021; Sawaya et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Morbitzer et al., 2021; Sawaya et al., 2021), en ese sentido, no basta con verificar el número de conocimiento memorizados, es necesario corroborar el logro de aprendizaje. Las instituciones están cuestionadas por la sociedad, en cuanto a las habilidades de los egresados, razón por la cual es necesario contar con resultados del proceso formativo, a fin de realizar ajustes orientados a propender por su mejora ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1186/s12909-020-02442-5","abstract":"© 2021, The Author(s). Background: Medical students navigate complex personal learning pathways from entry into medical school, through an educational program, and into life-long practice. However, many stakeholders have called for substantive reforms in contemporary curricula, citing concerns about the lack of key abilities amongst newly graduated doctors to work in complex healthcare environments. Despite the need for educators to focus on curricula design, there is a paucity of overarching perspectives that allow synthesis of the various curricular elements in a way that lends meaningfulness and appreciation to the students in terms of navigating the immediate program requirements and beyond. Without such guidance, educators risk creating fragmented program designs that can lead to both unintended and unactionable outcomes for students as well as curriculum designers. Using systems thinking, we set out to address this gap by providing an overarching perspective for curriculum designers to appreciate the relationships and the interactions of the various curricular elements that inform and impact student’s preparedness for practice. Methods: By framing a curriculum as a complex adaptive system, we used soft systems thinking to develop an initial prototype of a conceptual curricular toolkit, underpinned by an appraisal of relevant literature within health professional education and the broader educational context. The prototype was further refined iteratively after critical reflection by the authors with a diverse range of national and international colleagues via posters, short communications, and workshops at several conferences, and through social media. Results: We describe how the 3P-6Cs toolkit captures a learner’s personal journey through an educational program into a field of practice by logically linking the three key elements: the personal, the program, and the practice. We demonstrate its application in three examples related to contemporary health profession education curricula. These are: creating integrated educational designs to capture students’ developmental continua, conceptualising immersive clinical placements in non-traditional settings, and complexity-consistent evaluation of curricular interventions. Conclusion: Applying the 3P-6Cs curricular toolkit to problems of curricula (re)design can provide overarching perspectives that enable educators to have a better understanding of how integration of elements within education programs …","author":[{"dropping-particle":"","family":"Khanna","given":"P.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Roberts","given":"C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Lane","given":"A.S.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"BMC Medical Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2021"]]},"title":"Designing health professional education curricula using systems thinking perspectives","type":"article-journal","volume":"21"},"uris":["http://www.mendeley.com/documents/?uuid=3c253541-fbf1-37ce-8569-24ea264629b0"]},{"id":"ITEM-2","itemData":{"DOI":"10.1186/s12909-020-02456-z","abstract":"© 2021, The Author(s). Background: The Australian Medical Council, which accredits Australian medical schools, recommends medical leadership graduate outcomes be taught, assessed and accredited. In Australia and New Zealand (Australasia) there is a significant research gap and no national consensus on how to educate, assess, and evaluate leadership skills in medical professional entry degree/programs. This study aims to investigate the current curricula, assessment and evaluation of medical leadership in Australasian medical degrees, with particular focus on the roles and responsibilities of medical leadership teachers, frameworks used and competencies taught, methods of delivery, and barriers to teaching leadership. Methods: A self-administered cross-sectional survey was distributed to senior academics and/or heads or Deans of Australasian medical schools. Data for closed questions and ordinal data of each Likert scale response were described via frequency analysis. Content analysis was undertaken on free text responses and coded manually. Results: Sixteen of the 22 eligible (73%) medical degrees completed the full survey and 100% of those indicate that leadership is taught in their degree. In most degrees (11, 69%) leadership is taught as a common theme integrated throughout the curricula across several subjects. There is a variety of leadership competencies taught, with strengths being communication (100%), evidence based practice (100%), critical reflective practice (94%), self-management (81%), ethical decision making (81%), critical thinking and decision making (81%). Major gaps in teaching were financial management (20%), strategic planning (31%) and workforce planning (31%). The teaching methods used to deliver medical leadership within the curricula are diverse, with many degrees providing opportunities for leadership teaching for students outside the curricula. Most degrees (10, 59%) assess the leadership education, with one-third (6, 35%) evaluating it. Conclusions: Medical leadership competencies are taught in most degrees, but key leadership competencies are not being taught and there appears to be no continuous quality improvement process for leadership education. There is much more we can do as medical educators, academics and leaders to shape professional development of academics to teach medical leadership, and to agree on required leadership skills set for our students so they can proactively shape the future of the health care system.","author":[{"dropping-particle":"","family":"Ross","given":"S.J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Gupta","given":"T.","non-dropping-particle":"Sen","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Johnson","given":"P.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"BMC Medical Education","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2021"]]},"title":"Leadership curricula and assessment in Australian and New Zealand medical schools","type":"article-journal","volume":"21"},"uris":["http://www.mendeley.com/documents/?uuid=f7cf05a0-6f43-3589-ad97-62773ecea388"]}],"mendeley":{"formattedCitation":"(Khanna et al., 2021; Ross et al., 2021)","plainTextFormattedCitation":"(Khanna et al., 2021; Ross et al., 2021)","previouslyFormattedCitation":"(Khanna et al., 2021; Ross et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Khanna et al., 2021; Ross et al., 2021).La evaluación curricular de los programas académicos o de las Instituciones de Educación Superior (IES) están orientadas a identificar su estructura, estrategias didácticas y de enseñanza, uso de las tecnologías, interacciones académicas y no académicas, técnicas y roles ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know about didactic strategies, what are the dimensions the characterise an educational process, etc, This can be used as a route map for teachers or designers that are approaching for the first time to the complexity of a teaching-learning process. In addition, and as we have tested in the validation process of this, it is a useful tool for curriculum analysis, assessment guide for educational practices, as well as check list for curricular implementing taking decision processes. Using this, the planning process and the professional development of teachers will be improved, and may inspire improvement in teaching and learning models. In the end, it can be used as a metacognitive tool for teaching.","author":[{"dropping-particle":"","family":"Castañeda","given":"Linda","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Prendes","given":"Paz","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Universal Journal of Educational Research","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2013"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis\n\nOJO IMPORTANTE PARA EL ANÁLISIS CUALITATIVO EN LA REVISIÓN LITERARIA Y EN LA CONSTRUCCIÓN DEL MODELO","page":"209-220","title":"A curriculum development route map for a technology enhanced learning era","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=b97a4f95-4979-4337-83c7-768cd18ce69e"]}],"mendeley":{"formattedCitation":"(Castañeda & Prendes, 2013)","plainTextFormattedCitation":"(Castañeda & Prendes, 2013)","previouslyFormattedCitation":"(Castañeda & Prendes, 2013)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Castañeda & Prendes, 2013); y en dicho proceso, pueden participar diversos miembros de la comunidad académica ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.3102/0013189X20982255","abstract":"© 2020 AERA. Teacher reports on school organizational functioning, curricular processes, and student engagement are a reliable means of ascertaining valuable information about classroom climate and learning outcomes. Yet, to date, the vast majority of quantitative teacher-reported data, where teachers themselves reach judgments about educational processes, have been summary rather than lesson specific, where teachers evaluate classroom experiences at the moment of instruction. In this study, we examine how lesson-specific teacher survey reports generate insight into the relationship between student engagement and instruction. Results suggest that this underutilized design has significant application for procuring data on within-teacher variability in practice, especially in studies focused on student engagement, active change in teacher practice, and/or teacher buy-in as a mediator of outcomes. Ultimately, we argue that lesson-specific teacher reports may be a valuable tool for researchers in measuring instructional change.","author":[{"dropping-particle":"","family":"Kelly","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Abruzzo","given":"E.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Researcher","id":"ITEM-1","issued":{"date-parts":[["2020"]]},"title":"Using Lesson-Specific Teacher Reports of Student Engagement to Investigate Innovations in Curriculum and Instruction","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=db890f26-ffcf-3a85-89a4-231cdfb7ae99"]}],"mendeley":{"formattedCitation":"(Kelly & Abruzzo, 2020)","plainTextFormattedCitation":"(Kelly & Abruzzo, 2020)","previouslyFormattedCitation":"(Kelly & Abruzzo, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Kelly & Abruzzo, 2020). Para lograr el objetivo de la evaluación y propender por la rigurosidad, los teóricos curriculares han diseñado diversos modelos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1007/0-306-47559-6","ISBN":"0-7923-7884-9","abstract":"The results of any particular effort cannot be guaranteed. Each evaluation being a blend of unique ingredients, no standardized recipe can assure the outcome. We have only principles, premises, and utilization-focused processes to guide us, and we have much yet to learn. But, the potential benefits merit the efforts and risks involved. At stake is improving the effectiveness of programs that express and embody the highest ideals of humankind.","author":[{"dropping-particle":"","family":"Scriven","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""}],"collection-title":"Evaluation in Education and Human Services","container-title":"Evaluation Models","editor":[{"dropping-particle":"","family":"Stufflebeam","given":"Daniel L.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Madaus","given":"George F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kellaghan","given":"Thomas","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2002"]]},"page":"248-278","publisher":"Kluwer Academic Publishers","publisher-place":"Dordrecht","title":"Evaluation Ideologies","type":"chapter","volume":"49"},"uris":["http://www.mendeley.com/documents/?uuid=7c76f886-4239-3716-9e25-b0b7329c8889"]},{"id":"ITEM-2","itemData":{"ISBN":"9780792378846","abstract":"2nd ed. Organized in three sections, the first includes a historical perspective on the growth of evaluation theory and practice; the second section includes articles on the major schools of thought about evaluation; the final section describes and discusses the standards for program evaluation. Program evaluation : a historical overview / George F. Madaus and Daniel L. Stufflebeam -- Models, metaphors, and definitions in evaluation / George F. Madaus and Thomas Kellaghan -- Foundational models for 21st century program evaluation / Daniel L. Stufflebeam -- Rationale for program evaluation / Ralph W. Tyler -- Outcome evaluation / Thomas Kellaghan and George F. Madaus -- Role of testing in evaluations / George F. Madaus, Walter Haney and Amelia Kreitzer -- Discrepancy evaluation model / Andrés Steinmetz -- Role of field trials in evaluating school practices : a rare design / Bill Nave, Edward J. Miech and Frederick Mosteller -- Cost analysis for improved educational policymaking and evaluation / Mun C. Tsang -- Clarification hearing : a personal view of the process / George F. Madaus -- Case study evaluations : a decade of progress / Robert K. Yin. Educational criticism as a form of qualitative inquiry / David J. Flinders and Elliot W. Eisner -- Program theory : not whether programs work, but how they work / Patricia J. Rogers -- Course improvement through evaluation / Lee J. Cronbach -- Evaluation ideologies / Michael Scriven -- CIPP Model for evaluation / Daniel L. Stufflebeam -- Accountability : implications for state and local policymakers / Michael W. Kirst -- Program evaluation, particularly responsive evaluation / Robert E. Stake -- Epistemological and methodological bases of naturalistic inquiry / Egon G. Guba and Yvonna S. Lincoln -- Developing discourses on evaluation / H.S. Bhola -- Steps of empowerment evaluation : from California to Cape Town / David M. Fetterman -- Deliberative democratic evaluation in practice / Ernest R. House and Kenneth R. Howe -- Utilization-focused evaluation / Michael Quinn Patton -- Professional standards and principles for evaluations ; Methodology of metaevaluation / Daniel L. Stufflebeam.","author":[{"dropping-particle":"","family":"Tyler","given":"Ralph W","non-dropping-particle":"","parse-names":false,"suffix":""}],"chapter-number":"II","container-title":"Evaluation in Education and Human Services","id":"ITEM-2","issued":{"date-parts":[["2000"]]},"page":"85-120","publisher":"Kluwer Academic Publishers","title":"A rationale for program evaluation","type":"chapter"},"uris":["http://www.mendeley.com/documents/?uuid=269f5394-7ce5-3107-b901-d39d19eca406"]},{"id":"ITEM-3","itemData":{"DOI":"10.1007/0-306-47559-6","ISBN":"0-7923-7884-9","abstract":"The results of any particular effort cannot be guaranteed. Each evaluation being a blend of unique ingredients, no standardized recipe can assure the outcome. We have only principles, premises, and utilization-focused processes to guide us, and we have much yet to learn. But, the potential benefits merit the efforts and risks involved. At stake is improving the effectiveness of programs that express and embody the highest ideals of humankind.","author":[{"dropping-particle":"","family":"Madaus","given":"George","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kellaghan","given":"Thomas","non-dropping-particle":"","parse-names":false,"suffix":""}],"chapter-number":"2","collection-title":"Evaluation in Education and Human Services","container-title":"Evaluation Models","editor":[{"dropping-particle":"","family":"Stufflebeam","given":"Daniel L.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Madaus","given":"George F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kellaghan","given":"Thomas","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-3","issued":{"date-parts":[["2002"]]},"page":"19-41","publisher":"Kluwer Academic Publishers","publisher-place":"Dordrecht","title":"Models, metaphors, and definitions in evaluation","type":"chapter","volume":"49"},"uris":["http://www.mendeley.com/documents/?uuid=ded533d3-dd34-3831-b58c-668b65d2a053"]},{"id":"ITEM-4","itemData":{"DOI":"10.1007/0-306-47559-6","ISBN":"0-7923-7884-9","abstract":"The results of any particular effort cannot be guaranteed. Each evaluation being a blend of unique ingredients, no standardized recipe can assure the outcome. We have only principles, premises, and utilization-focused processes to guide us, and we have much yet to learn. But, the potential benefits merit the efforts and risks involved. At stake is improving the effectiveness of programs that express and embody the highest ideals of humankind.","author":[{"dropping-particle":"","family":"Stake","given":"Robert","non-dropping-particle":"","parse-names":false,"suffix":""}],"collection-title":"Evaluation in Education and Human Services","container-title":"Evaluation Models","editor":[{"dropping-particle":"","family":"Stufflebeam","given":"Daniel L.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Madaus","given":"George F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kellaghan","given":"Thomas","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-4","issued":{"date-parts":[["2002"]]},"page":"343-63","publisher":"Kluwer Academic Publishers","publisher-place":"Dordrecht","title":"Program Evaluation, Particularly Responsive Evaluation","type":"chapter","volume":"49"},"uris":["http://www.mendeley.com/documents/?uuid=2f94c3fb-102d-383c-b9ff-8acd8b99a2c9"]},{"id":"ITEM-5","itemData":{"DOI":"10.1002/ev","ISBN":"5555555555","ISSN":"14739879","PMID":"44260277","abstract":"In stories he shares about his own evaluation life, Stufflebeam notes some ofthe fundamental values he learned from his parents’ examples and efforts to help him develop these values as a child growing up during the Depression. He also shares a story about his extraprofessional evaluation experiences as a substitute teacher in Chicago, where he taught in more than 40 different schools and ob- served the need for professional evaluation of the school system. He lists many other extraprofessional evaluation experiences and connects them to his decades of developing the context, inputs, processes, and products (CIPP) approach and his professional evaluation practices. © 2016Wiley Periodicals, Inc., and the American Evaluation Association","author":[{"dropping-particle":"","family":"Stufflebeam","given":"Daniel","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Seven north american evaluation pioneers","id":"ITEM-5","issue":"150","issued":{"date-parts":[["2016"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis","page":"13-15","publisher":"American Evaluation Association","publisher-place":"United States","title":"Factors that influenced my conduct of evaluations and evaluation training programs","type":"chapter"},"uris":["http://www.mendeley.com/documents/?uuid=45839996-0fe5-4b0a-b0bd-ad913b511ebc"]}],"mendeley":{"formattedCitation":"(Madaus & Kellaghan, 2002; Scriven, 2002; Stake, 2002; D. Stufflebeam, 2016; Tyler, 2000)","plainTextFormattedCitation":"(Madaus & Kellaghan, 2002; Scriven, 2002; Stake, 2002; D. Stufflebeam, 2016; Tyler, 2000)","previouslyFormattedCitation":"(Madaus & Kellaghan, 2002; Scriven, 2002; Stake, 2002; D. Stufflebeam, 2016; Tyler, 2000)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Madaus & Kellaghan, 2002; Scriven, 2002; Stake, 2002; Stufflebeam, 2016; Tyler, 2000), empero, muchos estudios no las incorporan en el proceso evaluativo y se guían por alguna metodología de investigación, como medio para el diseño, recolección y análisis de datos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1007/s10639-017-9584-3","ISSN":"15737608","abstract":"The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the curriculum design is unknown. Such impact analysis is important for analysing, discovering gaps and improving the curriculum design. Unfortunately, manual analysis is a painstaking process due to large amounts of competencies across the curriculum. In this paper, we propose an automated method to analyse the competencies and discover their impact on the overall curriculum design. We provide a principled methodology for discovering the impact of courses’ competencies using Bloom’s Taxonomy, Dreyfus’ model and the learning outcomes framework. We developed the Curriculum Analytics Tool (CAT) which generates the competency scores for the entire curriculum across two dimensions; Cognitive levels and Progression levels. We use the CAT to analyse the competencies of an undergraduate Information Systems Management core curriculum program. Using 14 courses and the corresponding 578 competencies, this paper shows how our method enables us to perform in-depth analysis on the curriculum by discovering the cognition and progression statistics. 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Local curriculum is to preserve the uniqueness or culture of the Region. With a well-run educational system, students as young people can develop local or regional uniqueness. Type of this research is a research and development consisting of four phases: 1) initial investigation phase, 2) design phase and 3) expert validation phase, and 4) trial phase. From the initial investigation obtained 3 components of the evaluation that is; 1) resources component; 2) process component; 3) output component. The design phase is done by studying the theory and developing the instrument in the form of the questionnaire as many as 60 items. Expert validation phase is done by 2 evaluation experts, 1 measurement expert, and 8 practitioners. The results were analyzed using Aiken's validity. The trial phase is done 2 times in small scale and large-scale trials. The small-scale trial was analyzed by confirmatory factor analysis and Cronbach's Alpha reliability. The large-scale trial was analyzed by confirmatory factor analysis and construct reliability. From the results of validity and reliability obtained 50 items of the instrument is valid and feasible to be used to evaluate local curriculum developed by local government. The instrument is effective in evaluating the local curriculum","author":[{"dropping-particle":"","family":"Andrian","given":"Dedek","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kartowagiran","given":"Badrun","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hadi","given":"Samsul","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Instruction","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2018"]]},"note":"Revisado\n1. 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It was concluded in accordance with the first sub-objective of the study that the model has features such us having a subjectivist and utilitarian philosophy; relativist and consumerist ideology, a design which is consumer- oriented and participant-oriented; externally-directed regarding the types of evaluation; and making informal, input, process, output, impact evaluation and inspired by Goal Free, Consumer-Oriented, Responsive curriculum evaluation models. In the design process of I-CODE model, analyses of the needs of the consumers were made through an interview and these analyses was supported by literature review and curriculum evaluation questions of the model were determined. Accordingly, icode.com.tr curriculum evaluation website belonging to I-CODE model was designed and has been put into practice as a pilot project for the evaluation of private schools. The process to develop the I-CODE model continued through feedback from the pilot project and expert perspectives Implementation principles of the I-CODE model have been clarified through interviews and literature review. This model is based on parents’ and students’ evaluation of the curricula through becoming a member of icode.com.tr website. All private schools in Turkey can be displayed on the system. The evaluation is carried out by the consumers by scoring ten questions out of ten about the school's curriculum. After each beneficiary evaluation, the score is being updated. Furthermore, the general and sub-statistics of the school's curriculum can be displayed separately and continuously. In accordance with the second sub-objective of the research, it was concluded that this model is need-oriented, functional and useful at curriculum evaluation. The model, while being practicable from an educational point of view, needs to be sensitive to legal aspects.","author":[{"dropping-particle":"","family":"Aygören","given":"Fatih","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Er","given":"Kemal Oguz","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Turkish Online Journal of Educational Technology - TOJET","id":"ITEM-2","issue":"2","issued":{"date-parts":[["2019"]]},"note":"Revisado\n1. 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Methodological structure determination form was used as data collection tool in this study. Content analysis, one of qualitative data analysis techniques, was used in the analysis of theses. Frequency and percentage values about the obtained themes were presented. In the study, it was seen that theses on curriculum evaluation were largely studied between 2009-2012, most of them were master thesis, mostly primary school curricula were evaluated, curriculum evaluation models weren’t used in the majority of the theses, mostly quantitative research methods and descriptive model was used, mostly survey and interview were used as data collection technique, data was collected from teachers and students in the majority of studies, one variable analyses and correlational analyses were mostly used as data analysis technique. In the light of results achieved, the more use of qualitative and mixed research methods, qualitative and experimental designs, all stakeholders as data sources, advanced statistical methods and the more evaluation of secondary and higher education curricula are recommended.","author":[{"dropping-particle":"","family":"Aslan","given":"M","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Saglam","given":"Mustafa.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Universal Journal of Educational Research","id":"ITEM-2","issue":"9","issued":{"date-parts":[["2017"]]},"note":"Revisado\n1. Incluido en la revisión literaria \n2. incluido en la tesis\n\nOJO IMPORTANTE PARA EL ANÁLISIS LITERARIO","page":"1468-1478","title":"Methodological investigation of the curriculum evaluation theses completed between the Years 2006-2015 in Turkey","type":"article-journal","volume":"5"},"uris":["http://www.mendeley.com/documents/?uuid=85ab7406-f244-405b-b206-3e268b781e75"]},{"id":"ITEM-3","itemData":{"DOI":"10.1007/s10755-017-9396-9","ISSN":"15731758","abstract":"Curricular revision can be an arduous and challenging process. The literature favors a rational planned process for doing so, but offers little advice regarding how to proceed when the time required for such an approach is not available. This article describes our use of four concepts from complexity science to revise a medical school curriculum in 11 months: process emergence rather than prescription, simple rules to guide and align faculty members, consistent application of fractals to provide a coherent image of organizational activity, and continuous adaptation of the revision process. These concepts can be applied to curricular revision in any field of study.","author":[{"dropping-particle":"","family":"Goldman","given":"Ellen F.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mintz","given":"Matthew L.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Innovative Higher Education","id":"ITEM-3","issue":"5-6","issued":{"date-parts":[["2017","12","1"]]},"page":"437-449","publisher":"Springer Netherlands","title":"Using Concepts from Complexity Science to Accelerate Curricular Revision","type":"article-journal","volume":"42"},"uris":["http://www.mendeley.com/documents/?uuid=d500b9a7-121c-37b3-9e30-74a81bfc0320"]}],"mendeley":{"formattedCitation":"(Al-Jardani et al., 2012; Aslan & Saglam, 2017; Goldman & Mintz, 2017)","plainTextFormattedCitation":"(Al-Jardani et al., 2012; Aslan & Saglam, 2017; Goldman & Mintz, 2017)","previouslyFormattedCitation":"(Al-Jardani et al., 2012; Aslan & Saglam, 2017; Goldman & Mintz, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Al-Jardani et al., 2012; Aslan & Saglam, 2017; Goldman & Mintz, 2017). Es un aspecto esencial en el proceso educativo en la medida en que permite construir canales de comunicación entre estudiantes, docentes, personal administrativo y el sector productivo respecto a las competencias de egreso que se desean obtener.La evaluación curricular está guiada por estándares y criterios de calidad ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1136/bmjqs-2014-002846","abstract":"© 2015, BMJ Publishing Group. All rights reserved. Purpose: Quality improvement (QI) is a common competency that must be taught in all physician training programmes, yet, there is no clear best approach to teach this content in clinical settings. We conducted a realist systematic review of the existing literature in QI curricula within the clinical setting, highlighting examples of trainees learning QI by doing QI. Method: Candidate theories describing successful QI curricula were articulated a priori. We searched MEDLINE (1 January 2000 to 12 March 2013), the Cochrane Library (2013) and Web of Science (15 March 2013) and reviewed references of prior systematic reviews. Inclusion criteria included study design, setting, population, interventions, clinical and educational outcomes. The data abstraction tool included categories for setting, population, intervention, outcomes and qualitative comments. Themes were iteratively developed and synthesised using realist review methodology. A methodological quality tool assessed the biases, confounders, secular trends, reporting and study quality. Results: Among 39 studies, most were before-after design with resident physicians as the primary population. Twenty-one described clinical interventions and 18 described educational interventions with a mean intervention length of 6.58 (SD=9.16) months. Twenty-eight reported successful clinical improvements; no studies reported clinical outcomes that worsened. Characteristics of successful clinical QI curricula include attention to the interface of educational and clinical systems, careful choice of QI work for the trainees and appropriately trained local faculty. Conclusions: This realist review identified success characteristics to guide training programmes, medical schools, faculty, trainees, accrediting organisations and funders to further develop educational and improvement resources in QI educational programmes.","author":[{"dropping-particle":"","family":"Jones","given":"A.C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Shipman","given":"S.A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ogrinc","given":"G.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"BMJ Quality and Safety","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2015"]]},"page":"77-88","title":"Key characteristics of successful quality improvement curricula in physician education: A realist review","type":"article-journal","volume":"24"},"uris":["http://www.mendeley.com/documents/?uuid=2636decc-3c25-3b05-8be8-bd8adfdbf8e4"]}],"mendeley":{"formattedCitation":"(Jones et al., 2015)","plainTextFormattedCitation":"(Jones et al., 2015)","previouslyFormattedCitation":"(Jones et al., 2015)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Jones et al., 2015), los cuales delimitan el concepto evaluativo de un programa académico o una institución y, por lo tanto, ayudarán a direccionar las decisiones en procura del mejoramiento del proceso educativo ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1080/0309877X.2014.1000278","author":[{"dropping-particle":"","family":"Arafeh","given":"Sousan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Further and Higher Education","id":"ITEM-1","issue":"5","issued":{"date-parts":[["2016"]]},"page":"585-611","publisher":"Routledge","title":"Curriculum mapping in higher education: a case study and proposed content scope and sequence mapping tool","type":"article-journal","volume":"40"},"uris":["http://www.mendeley.com/documents/?uuid=3068de8b-112f-4ee1-9cd2-4e88f0cc0bcc"]}],"mendeley":{"formattedCitation":"(Arafeh, 2016)","plainTextFormattedCitation":"(Arafeh, 2016)","previouslyFormattedCitation":"(Arafeh, 2016)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Arafeh, 2016).De igual manera, es de destacar que la evaluación curricular está orientada al cumplimiento de una función y está guiada por un procedimiento, aspectos que la convierten en una verdadera práctica de investigación educativa, caracterizada por su ejecución rigurosa y permanente ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.14718/RevArq.2013.15.1.9","ISBN":"1981327800","ISSN":"0366-2128","author":[{"dropping-particle":"","family":"Casanova","given":"María Antonia","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2012"]]},"note":"Artículo completo y con una postura clara resepcto a la importancia del diseño currícular en la calidad educativa, como una propuesta para la aplicación en el aula","page":"6-20","title":"El diseño curricular como factor de calidad educativa","type":"article-journal","volume":"10"},"uris":["http://www.mendeley.com/documents/?uuid=ec545b54-f854-4d3a-a022-bc5718ba9507"]}],"mendeley":{"formattedCitation":"(Casanova, 2012)","plainTextFormattedCitation":"(Casanova, 2012)","previouslyFormattedCitation":"(Casanova, 2012)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Casanova, 2012).Las principales funciones de la evaluación curricular son medir y evaluar los aprendizajes de egreso, mostrar el progreso obtenido por los estudiantes en comparación con sus pares, determinar el valor del currículo, la pertinencia de contenidos con las estrategias de enseñanza y finalmente, juzgar el valor de todas las directrices y prácticas administrativas ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1002/ev.20111","abstract":"© Wiley Periodicals, Inc., and the American Evaluation Association. © 2015 Wiley Periodicals, Inc., and the American Evaluation Association. Since evaluation does not currently accredit preparation programs, the content of this chapter was virtually a blank slate for the authors. Fittingly, they began by reviewing some background literature as to basic terms, what accreditation might entail, and critically parsing out the benefits of doing so. From there they proceeded to examine fields with a kinship to evaluation (accounting, business management, and human resource development) that have implemented systems to provide accredited status for their educational programs. The results have been questionable and led to perhaps unanticipated recommendations for what evaluation should be considering.","author":[{"dropping-particle":"","family":"Mcdavid","given":"J.C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Huse","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"New Directions for Evaluation","id":"ITEM-1","issue":"145","issued":{"date-parts":[["2015"]]},"page":"53-69","title":"How does accreditation fit into the picture?","type":"article-journal","volume":"2015"},"uris":["http://www.mendeley.com/documents/?uuid=a6a1ddab-cf46-3d45-801b-2394ff5c1dfe"]}],"mendeley":{"formattedCitation":"(Mcdavid & Huse, 2015)","plainTextFormattedCitation":"(Mcdavid & Huse, 2015)","previouslyFormattedCitation":"(Mcdavid & Huse, 2015)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mcdavid & Huse, 2015).En el campo de la evaluación curricular, se han realizado estudios orientados al diseño de instrumentos y estrategias de evaluación, asegurando que cuenten con criterios de validez y confiabilidad ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.14689/ejer.2019.82.3","author":[{"dropping-particle":"","family":"Hadi","given":"S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Andrian","given":"D","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kartowagiran","given":"B","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Eurasian Journal of Educational Research","id":"ITEM-1","issue":"82","issued":{"date-parts":[["2019"]]},"note":"cited By 0","page":"45-62","title":"Evaluation model for evaluating vocational skills programs on local content curriculum in Indonesia: Impact of educational system in Indonesia","type":"article-journal","volume":"2019"},"uris":["http://www.mendeley.com/documents/?uuid=3264a370-6539-45ce-81ec-07646b29a080"]},{"id":"ITEM-2","itemData":{"abstract":"This research is designed to develop the I-CODE model, which is a unique approach to evaluate curricula. Basic features of the model, design process, code of practice, feasibility and functionality were investigated. It was concluded in accordance with the first sub-objective of the study that the model has features such us having a subjectivist and utilitarian philosophy; relativist and consumerist ideology, a design which is consumer- oriented and participant-oriented; externally-directed regarding the types of evaluation; and making informal, input, process, output, impact evaluation and inspired by Goal Free, Consumer-Oriented, Responsive curriculum evaluation models. In the design process of I-CODE model, analyses of the needs of the consumers were made through an interview and these analyses was supported by literature review and curriculum evaluation questions of the model were determined. Accordingly, icode.com.tr curriculum evaluation website belonging to I-CODE model was designed and has been put into practice as a pilot project for the evaluation of private schools. The process to develop the I-CODE model continued through feedback from the pilot project and expert perspectives Implementation principles of the I-CODE model have been clarified through interviews and literature review. This model is based on parents’ and students’ evaluation of the curricula through becoming a member of icode.com.tr website. All private schools in Turkey can be displayed on the system. The evaluation is carried out by the consumers by scoring ten questions out of ten about the school's curriculum. After each beneficiary evaluation, the score is being updated. Furthermore, the general and sub-statistics of the school's curriculum can be displayed separately and continuously. In accordance with the second sub-objective of the research, it was concluded that this model is need-oriented, functional and useful at curriculum evaluation. The model, while being practicable from an educational point of view, needs to be sensitive to legal aspects.","author":[{"dropping-particle":"","family":"Aygören","given":"Fatih","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Er","given":"Kemal Oguz","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Turkish Online Journal of Educational Technology - TOJET","id":"ITEM-2","issue":"2","issued":{"date-parts":[["2019"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis\n\nEXCELENTE INSUMO PARA EL DISEÑO CURRICULAR","page":"58-81","title":"New approach at evaluating the private schools' curriculum: I-CODE Model","type":"article-journal","volume":"18"},"uris":["http://www.mendeley.com/documents/?uuid=d8a785b8-c6b5-497a-a20c-b3493608219a"]},{"id":"ITEM-3","itemData":{"DOI":"10.3916/C35-2010-03-11","author":[{"dropping-particle":"","family":"Prendes","given":"M P","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Castañeda","given":"L","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Gutiérrez","given":"I","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Comunicar","id":"ITEM-3","issue":"35","issued":{"date-parts":[["2010"]]},"note":"cited By 25","page":"175-181","title":"ICT competences of future teachers","type":"article-journal","volume":"17"},"uris":["http://www.mendeley.com/documents/?uuid=7e30268d-136f-4d4e-9807-f92060420b66"]}],"mendeley":{"formattedCitation":"(Aygören & Er, 2019; Hadi et al., 2019; Prendes et al., 2010)","plainTextFormattedCitation":"(Aygören & Er, 2019; Hadi et al., 2019; Prendes et al., 2010)","previouslyFormattedCitation":"(Aygören & Er, 2019; Hadi et al., 2019; Prendes et al., 2010)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Aygören & Er, 2019; Hadi et al., 2019; Prendes et al., 2010), aspecto que ha contribuido con herramientas objetivas que facilitan el abordaje del currículo de programas orientados a la enseñanza del inglés ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Al-Jardani","given":"Khalid Salim","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Siraj","given":"Saedah","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Abedalaziz","given":"Nabeel","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"English Linguistics research","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2012"]]},"note":"Revisado\n1. Incluido en la revisión literaria \n2. incluido en la tesis\n\nOJO ESTE ES UN REFERENTE PARA LA REFERENCIA E IMPLEMENTACIÓN DEL METODO DELPHI DE LA FASE III","page":"1-6","title":"Developing a framework for curriculum evalution in Oman","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=2b585b53-99ec-4a5e-bc97-5a9098aaa2cd"]},{"id":"ITEM-2","itemData":{"author":[{"dropping-particle":"","family":"Aydin","given":"Belgin","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Unver","given":"Meral Melek","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alan","given":"Bülent","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Saglam","given":"Sercan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Language and Linguistic Studies","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2017"]]},"note":"Revisado\n1. No aplicó para la revisión literatia\n2. incluido en la tesis","page":"304-320","title":"Combining the old and the new: designing a curriculum based on the taba model and the global scale of English","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=d254eda8-0787-45f9-837b-772e91779e91"]},{"id":"ITEM-3","itemData":{"DOI":"10.1007/s40299-017-0357-y","ISSN":"22437908","abstract":"China's recent curriculum reform of English as a foreign language programs has shifted toward an integration of language abilities and transferable skills such as intercultural skills. This study is part of an internal evaluation project that examines the implementation and impact of a newly reformed writing course at one of China's top foreign studies universities. The study explores students' acceptance and learning experiences of the course with specific focus on reform features. Applying a mixed methods approach, the study drew quantitative data from the student survey and test scores, and qualitative data from interviews and reflexive journals. Mixed analyses confirmed the design and suitability of the course. Findings indicated high appreciation of the course, statistically significant increase in test scores, and moderate improvement on intercultural skills.","author":[{"dropping-particle":"","family":"Liao","given":"Hongjing","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Li","given":"Liwen","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Asia-Pacific Education Researcher","id":"ITEM-3","issue":"6","issued":{"date-parts":[["2017"]]},"page":"383-396","publisher":"Springer Singapore","title":"A Mixed Methods Evaluation of College English Writing: A Case Study in China","type":"article-journal","volume":"26"},"uris":["http://www.mendeley.com/documents/?uuid=49929c37-a067-4691-befb-3662e2712cfd"]}],"mendeley":{"formattedCitation":"(Al-Jardani et al., 2012; Aydin et al., 2017; Liao & Li, 2017)","plainTextFormattedCitation":"(Al-Jardani et al., 2012; Aydin et al., 2017; Liao & Li, 2017)","previouslyFormattedCitation":"(Al-Jardani et al., 2012; Aydin et al., 2017; Liao & Li, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Al-Jardani et al., 2012; Aydin et al., 2017; Liao & Li, 2017), del área administrativa ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"The goal of this research which was carried out in reputable dedicated call centres within the Turkish telecommunication sector aims is to evaluate competence-based curriculums designed by means of internal funding through Stufflebeam’s context, input, process, product (CIPP) model. In the research, a general scanning pattern in the scope of descriptive research is used. The data collection instrument consists of the professional competence development curriculum’s CIPP evaluation scale developed by researchers. Participants are 622 call centre agents who served in the Black Sea, Central Anatolia and Eastern Anatolia Regions in 2014 and 2015. Statistical analyses of the research were conducted by applying statistical package for social sciences (SPSS) v23.0 and Amos v21.0 software. In addition to gap analyses, the Structural Equation Modelling (SEM) was applied as well. For the construct validity of the scale, analyses of the illustrative and confirmatory factors are conducted respectively. In scoring, in focusing on the dimensions of the CIPP evaluation scale, significant variations by gender and education background have been observed between the opinions of the participants.","author":[{"dropping-particle":"","family":"Kavgaoglu","given":"Derya","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alci","given":"Bülent","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Research and Reviews","id":"ITEM-1","issue":"17","issued":{"date-parts":[["2016"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis\n\nOJO IMPORTANTE PARA TIPO DE ANÁLISIS","page":"1659-1669","title":"Application of context input process and product model in curriculum evaluation: case study of a call centre","type":"article-journal","volume":"11"},"uris":["http://www.mendeley.com/documents/?uuid=43db6b72-8f9a-4b19-a7c4-b20d883cbd51"]},{"id":"ITEM-2","itemData":{"DOI":"10.1080/09639284.2018.1437758","ISSN":"09639284","abstract":"The global digital revolution has irrevocably transformed societies and industries. The accounting profession is predicted to experience a significant change in the future, due to technological developments. Practices will be automated and related positions obsolete, thus accounting graduates need to be educated for new and different tasks and positions. The current study focussed on these expected changes and how accounting profession, practice and, consequently, education will be affected and adjusted to these new technologies in an evaluation approach. A qualitative methodology was employed, investigating accounting educators’ perceptions of these developments. Semi-structured interview data and online accessible empirical data, such as podcasts, were analysed in two coding cycles. The findings illustrate that while significant changes are expected, participants’ opinions vary regarding the necessity of adjusting the accounting curriculum. Supportive changes include amending respective courses to emphasise classic skills, such as problem-solving, and contemporary skills, such as new technologies, to illustrate developments practically. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","author":[{"dropping-particle":"","family":"Al-Htaybat","given":"K","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alberti-Alhtaybat","given":"L","non-dropping-particle":"von","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Alhatabat","given":"Z","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Accounting Education","id":"ITEM-2","issue":"4","issued":{"date-parts":[["2018"]]},"note":"cited By 8","page":"333-357","publisher":"Routledge","title":"Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum","type":"article-journal","volume":"27"},"uris":["http://www.mendeley.com/documents/?uuid=55430a0b-8d6a-40f2-8858-b438a5563aaa"]}],"mendeley":{"formattedCitation":"(Al-Htaybat et al., 2018; Kavgaoglu & Alci, 2016)","plainTextFormattedCitation":"(Al-Htaybat et al., 2018; Kavgaoglu & Alci, 2016)","previouslyFormattedCitation":"(Al-Htaybat et al., 2018; Kavgaoglu & Alci, 2016)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Al-Htaybat et al., 2018; Kavgaoglu & Alci, 2016), el área de la salud ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1016/j.teln.2017.09.008","ISSN":"15573087","abstract":"Nursing programs must maintain a high-quality curriculum that graduates exemplary nurses. Systematic evaluation of key components of nursing education is required. Stufflebeam's Context, Input, Process, and Product model allows for evaluation of the quality and merit of end-of-life care education within a nursing program. Data analysis identified missing content, program strengths, and curricular redundancies within the program. When used appropriately, Stufflebeam's model serves as a valuable guide for in-depth curriculum evaluation.","author":[{"dropping-particle":"","family":"Lippe","given":"Megan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Carter","given":"Patricia","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Teaching and Learning in Nursing","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"9-13","publisher":"Organization for Associate Degree Nursing.","title":"Using the CIPP Model to Assess Nursing Education Program Quality and Merit","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=19522c47-9564-4b68-84a4-d16c80a29958"]},{"id":"ITEM-2","itemData":{"DOI":"10.1016/j.jsurg.2020.04.018","abstract":"© 2020 Association of Program Directors in Surgery Objective: Our objectives were to (1) develop a curriculum based upon participants’ needs, (2) evaluate baseline QI knowledge of the Illinois Surgical Quality Improvement Collaborative (ISQIC) members, and (3) evaluate the effectiveness of the educational curriculum. Design: The Surgeon Champion (SC), Surgical Clinical Reviewer (SCR), and QI Designee at each ISQIC hospital completed a QI curriculum containing online modules and in-person trainings. A surgical adaptation of QI-KAT, a validated QI knowledge assessment with multiple-choice and free-response sections, was administered pre- and postcurriculum. Three blinded educators scored each exam using a rubric-based scoring tool (54 total points). Setting: The ISQIC is a 52-hospital learning collaborative. Generally, ISQIC participants had little prior formal training or experience with quality improvement. Results: Among 52 hospitals, 144 pretests and 112 post-tests were collected. Mean scores increased from 66% (35.6 points) to 77% (41.6 points; p < 0.001). Across all hospitals, all participant groups scored higher on the post-test (SCs 15%, SCRs 21%, QI Designees 17%). There was no significant difference in post-test mean scores among different team members: SCs 44 points, SCRs 42 points, QI Designees 44 points, (p = 0.76). When the post-test scores were aggregated at the hospital level, hospitals with new surgical QI programs improved more than hospitals with established programs (new 18%, established 11%, p < 0.05). Conclusions: QI knowledge significantly improved after completion of the ISQIC curriculum. These data support the value of formalized curricula to rapidly advance QI knowledge and application skills as a foundation for implementing QI initiatives.","author":[{"dropping-particle":"","family":"Berger","given":"E.R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kreutzer","given":"L.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Halverson","given":"A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Yang","given":"A.D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Reinhart","given":"S.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Leary","given":"K.J.O.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Williams","given":"M.V.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Bilimoria","given":"K.Y.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Johnson","given":"J.K.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Surgical Education","id":"ITEM-2","issue":"6","issued":{"date-parts":[["2020"]]},"page":"1534-1541","title":"Evaluation of Changes in Quality Improvement Knowledge Following a Formal Educational Curriculum Within a Statewide Learning Collaborative","type":"article-journal","volume":"77"},"uris":["http://www.mendeley.com/documents/?uuid=e5a17bfe-09fb-3d81-bcf1-b3ad990b97a4"]}],"mendeley":{"formattedCitation":"(Berger et al., 2020; Lippe & Carter, 2018)","plainTextFormattedCitation":"(Berger et al., 2020; Lippe & Carter, 2018)","previouslyFormattedCitation":"(Berger et al., 2020; Lippe & Carter, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Berger et al., 2020; Lippe & Carter, 2018), ciencias de la computación ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"Learning analytics has been as used a tool to improve the learning process mainly at the micro-level (courses and activities). However, another of the key promises of Learning Analytics research is to create tools that could help educational institutions at the meso- and macro-level to gain a better insight of the inner workings of their programs, in order to tune or correct them. This work presents a set of simple techniques that applied to readily available historical academic data could provide such insights. The techniques described are real course difficulty estimation, course impact on the overall academic performance of students, curriculum coherence, dropout paths and load/performance graph. The usefulness of these techniques is validated through their application to real academic data from a Computer Science program. The results of the analysis are used to obtain recommendations for curriculum re-design.","author":[{"dropping-particle":"","family":"Méndez","given":"Gonzalo","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ochoa","given":"Xavier","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Chiluiza","given":"Katherine","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Wever","given":"Bram","non-dropping-particle":"de","parse-names":false,"suffix":""}],"container-title":"Journal of Learning Analytics","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2014"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis","page":"84-119","title":"Curricular design analysis: A data-driven perspective","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=ab79579a-f5e9-467b-9d83-fdb533ba30db"]}],"mendeley":{"formattedCitation":"(Méndez et al., 2014)","plainTextFormattedCitation":"(Méndez et al., 2014)","previouslyFormattedCitation":"(Méndez et al., 2014)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Méndez et al., 2014), entre otros. Sin embargo, no existen estudios que se orienten al abordaje de la evaluación curricular según el nivel educativo, particularmente, en la educación superior, razón por la cual este estudio tiene como objetivo identificar las características de las prácticas de evaluación curricular en programas de educación superior (independiente del área de conocimiento), por medio de un análisis documental que incorpora el flujograma del método PRISMA-NMA.Los elementos del currículo y de la evaluación curricular, los agentes evaluadores, el objeto de la evaluación, el procedimiento, las técnicas de recolección de la información y el propósito de la evaluación son los atributos analizados en las fuentes documentales ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1039/c9rp00157c","ISSN":"11094028","abstract":"Science is rapidly changing with vast amounts of new information and technologies available. However, traditional instructional formats do not adequately prepare a diverse population of learners who need to evaluate and use knowledge, not simply memorize facts. Moreover, curricular change has been glacially slow. One starting goal for curricular change can be identifying the features of a current curriculum, including potential areas for improvement, but a model is needed to accomplish that goal. The vast majority of studies related to curricular change have been conducted in K-12 environments, with an increasing number in post-secondary environments. Herein, we describe a model for science curriculum evaluation that we designed by integrating a number of different approaches. That model evaluates the intended, enacted, and achieved components of the curriculum, anchored by analyzing learning outcomes through five lenses: (i) a scientific Framework reported by the US National Research Council, (ii) systems thinking, (iii) equity, diversity, and inclusion, (iv) professional skills, and (v) learning skills. No curriculum evaluation models to date have used the five learning outcomes lenses that we describe herein. As a proof of principle, we applied the evaluation model to one organic chemistry course, which revealed areas of strength and possible deficiencies. This model could be used to evaluate other science courses or programs. Possible deficiencies may be addressed in other courses, in the course at hand, or may not be deemed necessary or important to address, demonstrating the potential for this evaluation to generate areas for discussion and ultimately, improvements to post-secondary science education. © 2020 The Royal Society of Chemistry.","author":[{"dropping-particle":"","family":"Raycroft","given":"M A R","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Flynn","given":"A B","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Chemistry Education Research and Practice","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2020"]]},"note":"cited By 1","page":"1110-1131","publisher":"Royal Society of Chemistry","title":"What works? What's missing? An evaluation model for science curricula that analyses learning outcomes through five lenses","type":"article-journal","volume":"21"},"uris":["http://www.mendeley.com/documents/?uuid=9185a107-94eb-4866-a9bc-8f9669d2e361"]}],"mendeley":{"formattedCitation":"(Raycroft & Flynn, 2020)","plainTextFormattedCitation":"(Raycroft & Flynn, 2020)","previouslyFormattedCitation":"(Raycroft & Flynn, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Raycroft & Flynn, 2020), dado que delimitan los aspectos procedimentales necesarios para la ejecución de un proceso evaluativo y, por lo tanto, podrían facilitar su adopción en el entorno universitario, dado el carácter pragmático y mediático, como consecuencia de los procesos de regulación y acreditación a los que usualmente están expuestos los programas académicos ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1016/j.edumed.2020.06.006","ISSN":"15751813","abstract":"Introduction: This paper begins in the context of quality in medical training to conclude with the analysis of the benefits provided by international accreditations in this field. Methods: For the development of this work the documentary research technique on the quality in medical training is used, which included the collection of information from documents published in journals and presented on web pages, through the search in different bases of international bibliographic data. Results: The procedure and evaluation criteria of one of the most relevant international accreditations in this area, the accreditation established by the World Federation for Medical Education (WFME), and its importance in the World University System. Conclusions: There are many benefits that these accreditations bring to the university centers that get it, such as allowing all its graduates to apply for the Educational Commission for Foreign Medical Graduates (ECFMG) certification from the year 2024.","author":[{"dropping-particle":"","family":"Bonilla-Calero","given":"Ana Isabel","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Carabantes-Alarcón","given":"David","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sastre-Castillo","given":"Miguel Ángel","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educacion Medica","id":"ITEM-1","issue":"xx","issued":{"date-parts":[["2020"]]},"publisher":"Elsevier España, S.L.U.","title":"International Accreditation in Medical Education through WFME","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=23d89a58-ad5d-4bf0-9c8a-e6a096ad6f53"]},{"id":"ITEM-2","itemData":{"abstract":"© 2019, IJSTR. The objective of this study was to find out how many students were able to absorb the lessons, curriculum 2013 as well as the facilities and infrastructure that support learning of curriculum 2013 at Kecamatan Air Kumbang and how many teachers were able to implement curriculum 2013 at Kecamatan Air Kumbang. In this study, the method used was a qualitative method where the method used emphasizes the process of searching data or information until it was felt to be sufficiently used to contain an interpretation. The research instrument consisted of observations and questionnaires. The conclusions of this study included; (1) the condition of students was seen from the aspect of readiness in accordance with the standard, with a percentage of 52.4% and categorized as sufficient; (2) The condition of the teacher was not yet fully in accordance with the standard, with a percentage of 56.86%, and was categorized sufficient; (3) The condition of the infrastructure was very good category with a percentage of 90%; (4) Teacher's understanding was in accordance with the standard, with a percentage of 52.94% categorized as good; (5) The condition of learning planning was 85%, but it was categorized very well; (6) Authentic assessment was not fully in accordance with the standard, with a percentage of 52.9% and sufficient category, while at the outcomes stage, the results of authentic assessment have met the standards and very good category with a percentage of 100%.","author":[{"dropping-particle":"","family":"Suyanti","given":"I.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Scientific and Technology Research","id":"ITEM-2","issue":"4","issued":{"date-parts":[["2019"]]},"page":"293-299","title":"The evaluation of curriculum 2013 implementation of class i and iv at sd Kecamatan air Kumbang","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=44fdfeff-9ab9-3a62-a24c-fc837199d351"]},{"id":"ITEM-3","itemData":{"DOI":"10.1080/0309877X.2014.1000278","author":[{"dropping-particle":"","family":"Arafeh","given":"Sousan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Further and Higher Education","id":"ITEM-3","issue":"5","issued":{"date-parts":[["2016"]]},"page":"585-611","publisher":"Routledge","title":"Curriculum mapping in higher education: a case study and proposed content scope and sequence mapping tool","type":"article-journal","volume":"40"},"uris":["http://www.mendeley.com/documents/?uuid=3068de8b-112f-4ee1-9cd2-4e88f0cc0bcc"]}],"mendeley":{"formattedCitation":"(Arafeh, 2016; Bonilla-Calero et al., 2020; Suyanti, 2019)","plainTextFormattedCitation":"(Arafeh, 2016; Bonilla-Calero et al., 2020; Suyanti, 2019)","previouslyFormattedCitation":"(Arafeh, 2016; Bonilla-Calero et al., 2020; Suyanti, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Arafeh, 2016; Bonilla-Calero et al., 2020; Suyanti, 2019).MetodologíaPara identificar las características de las prácticas de evaluación curricular en programas de educación superior, se realiza una investigación documental, la cual integra la delimitación de criterios de búsqueda y selección de la información, lectura y análisis de datos, y codificación ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.3102/0034654319877153","ISSN":"00346543","abstract":"This methodological guidance article discusses the elements of a high-quality meta-analysis that is conducted within the context of a systematic review. Meta-analysis, a set of statistical techniques for synthesizing the results of multiple studies, is used when the guiding research question focuses on a quantitative summary of study results. In this guidance article, we discuss the systematic review methods that support high-quality meta-analyses and outline best practice meta-analysis methods for describing the distribution of effect sizes in a set of eligible studies. We also provide suggestions for transparently reporting the methods and results of meta-analyses to influence practice and policy. Given the increasing use of meta-analysis for important policy decisions, the methods and results of meta-analysis should be both transparent and reproducible.","author":[{"dropping-particle":"","family":"Pigott","given":"Terri D.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Polanin","given":"Joshua R.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Review of Educational Research","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2020"]]},"page":"24-46","title":"Methodological Guidance Paper: High-Quality Meta-Analysis in a Systematic Review","type":"article-journal","volume":"90"},"uris":["http://www.mendeley.com/documents/?uuid=9dea687d-2f74-4225-ab7b-8e30a246773f"]},{"id":"ITEM-2","itemData":{"DOI":"10.406/S0719-01072018000300184","author":[{"dropping-particle":"","family":"Begoña","given":"M","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Maximiliano","given":"M","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cuellar","given":"J","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Domancic","given":"S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Villanueva","given":"J","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Clínica Periodoncia e Implantología","id":"ITEM-2","issue":"3","issued":{"date-parts":[["2018"]]},"page":"184-186","title":"Revisiones sistemáticas: definición y nociones básicas","type":"article-journal","volume":"11"},"uris":["http://www.mendeley.com/documents/?uuid=c38219f5-86ac-4a4c-b977-a56e42437989"]}],"mendeley":{"formattedCitation":"(Begoña et al., 2018; Pigott & Polanin, 2020)","plainTextFormattedCitation":"(Begoña et al., 2018; Pigott & Polanin, 2020)","previouslyFormattedCitation":"(Begoña et al., 2018; Pigott & Polanin, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Begoña et al., 2018; Pigott & Polanin, 2020).La búsqueda de información en las bases de datos, parte de los prototipos y parámetros presentados en la REF _Ref67152511 \h \* MERGEFORMAT tabla 1, los prototipos se derivan de la exploración inicial realizada al tema, a través de las frases “evaluación curricular” y “curriculum evaluation”. En cuanto a las bases de datos, estas se seleccionan bajo los criterios de accesibilidad de parte de los autores, así como su pertinencia en relación con los objetivos del estudio.Tabla SEQ Tabla \* ARABIC 1. Prototipos, parámetros y bases de datos en la investigación documentalBases de datosERIC Institute of EducationScience DirectScopusEBSCO PsycARTICLES (EBSCOhost)SpringerLinkPrototipo de búsquedacurricul* AND evaluat* OR assesment AND high school OR undergraduate AND competences OR skillscurr* AND evaluac* AND educación superior OR pregrado AND competenciasCriterios de elegibilidadTipo de parámetroParámetroTemporalPublicaciones entre 2008 a 2019ÁreasEducación, Educación superior, Desarrollo humano, Psicología educativa, Orientación, Evaluación educativa.Tipo de fuenteLibros, Capítulo de libro, Tesis doctorales, Congresos o Artículos de revisiones y de estudios empíricos.PertinenciaEl título, resumen o palabras clave deben contener por las menos dos palabras del prototipo de búsqueda.IdiomaEspañol e inglés.Nota: Elaboración propia.La depuración de información se realiza por medio del flujograma PRISMA-NMA, el cual establece la identificación, cribación, elegibilidad e inclusión, como los filtros que facilitan la óptima selección de información ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1016/j.medcli.2016.02.025","ISSN":"0025-7753","author":[{"dropping-particle":"","family":"Hutton","given":"Brian","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Catalá-lópez","given":"Ferrán","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Moher","given":"David","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Medicina Clinica","id":"ITEM-1","issue":"xx","issued":{"date-parts":[["2016"]]},"page":"10-14","publisher":"SEGO","title":"La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=802bbdfb-34fa-4568-8d9b-ecb69a4de684"]},{"id":"ITEM-2","itemData":{"DOI":"10.1016/j.jclinepi.2009.06.005","ISBN":"2006062298","ISSN":"18785921","abstract":"David Moher and colleagues introduce PRISMA, an update of the QUOROM guidelines for reporting systematic reviews and meta-analyses","author":[{"dropping-particle":"","family":"Moher","given":"David","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Liberati","given":"Alessandro","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Tetzlaff","given":"Jennifer","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Altman","given":"Douglas G.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of clinical epidemiology","id":"ITEM-2","issue":"10","issued":{"date-parts":[["2009"]]},"page":"1006-1012","title":"Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement","type":"article-journal","volume":"62"},"uris":["http://www.mendeley.com/documents/?uuid=3f8c45ac-e182-4500-a8a2-17b1a26b6431"]}],"mendeley":{"formattedCitation":"(Hutton et al., 2016; Moher et al., 2009)","plainTextFormattedCitation":"(Hutton et al., 2016; Moher et al., 2009)","previouslyFormattedCitation":"(Hutton et al., 2016; Moher et al., 2009)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Hutton et al., 2016; Moher et al., 2009). La selección de fuentes de información se realiza a través de tres criterios de inclusión, denominados exhaustividad, representatividad y homogeneidad. La exhaustividad hace referencia a que las fuentes analizadas son susceptibles de clasificación con base en las categorías preestablecidas. La representatividad implica qué categorías y subcategorías del análisis permiten comprender las prácticas de evaluación de curricular. La homogeneidad indica que las fuentes de información analizadas corresponden a la evaluación curricular en educación superior.Una vez seleccionadas las fuentes, se cargó la información en una matriz que reúne la información relacionada con el tipo de fuente (libro, capítulo de libro, tesis doctoral, congreso o artículo de revisión y de estudio empírico), su clasificación (fuente primaria o secundaria), referencia (integra los datos de la fuente, a fin de realizar su citación), lugar de acceso (determina la URL o ubicación física) y cita (la palabra o frase textual).La validación del instrumento se realizó a través de consulta a tres expertos, quienes valoraron, en una escala discreta de 0 a 5, la pertinencia (es la correspondencia entre el elemento evaluado y el objetivo señalado), relevancia (se refiere a la necesidad de considerar este elemento en función del objetivo) y coherencia (se refiere a determinar cómo el elemento evaluado se relaciona con los demás). Se analizó la concordancia entre las calificaciones de los expertos, a través del coeficiente de concordancia de Kendall (W), del cual se obtuvo un valor de 1, lo que indica que hay una correlación alta positiva entre las opiniones de los expertos.Los tres expertos fueron seleccionados para fungir como jueces evaluadores del instrumento, dada su idoneidad en el campo. Uno de ellos cuenta con publicaciones relacionadas con procesos curriculares, evaluación curricular, currículos formales, ocultos y reales, acreditación de examinadores y el análisis crítico en procesos de evaluación curricular. Una experta profesional en Filología, quien cuenta con publicaciones relacionadas con la sociedad de la información, la comunicación aplicada a los conflictos, la cultura de la paz en los procesos curriculares y la percepción del estudiantado en torno a los servicios virtuales, los conflictos y la cultura de paz. Por su parte, la experta de profesión Psicología, cuenta con publicaciones relacionadas con procesos de Neuropsicología infantil, sin embargo, su experiencia profesional se ha orientado hacia la administración de programas de Psicología.La información registrada en la matriz, fue analizada a partir de codificación de datos cualitativos, según la propuesta de ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"Esta segunda edicion de uno de los libros mas vendidos continua ofreciendo consejos inmensamente practicos y saber tecnico que ayudan a los investigadores a encontrar el sentido de los datos recolectados.","author":[{"dropping-particle":"","family":"Strauss","given":"","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Corbin","given":"","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2002"]]},"publisher":"Editorial Universidad de Antioquia","publisher-place":"Medellín","title":"Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada","type":"book"},"uris":["http://www.mendeley.com/documents/?uuid=c5ec1701-352b-4df1-a4ea-ce33c68bf26c"]}],"mendeley":{"formattedCitation":"(Strauss & Corbin, 2002)","manualFormatting":"Strauss & Corbin (2002)","plainTextFormattedCitation":"(Strauss & Corbin, 2002)","previouslyFormattedCitation":"(Strauss & Corbin, 2002)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}Strauss & Corbin (2002), de igual manera, se preestablecieron las categorías definición curricular, características de la evaluación curricular, nominación del modelo de evaluación curricular, elementos de la evaluación del currículo, criterios de evaluación, metodología, técnicas de recolección, instrumentos, procedimiento, agentes evaluadores y tipo de currículo.ResultadosLa búsqueda y selección de fuentes de información derivadas del flujograma de PRISMA-NMA y el análisis de datos, producto de la matriz y la codificación, tienen como objetivo identificar las características de las prácticas de evaluación curricular en programas de educación superior.La búsqueda de información se realizó en noviembre de 2019, a través de los criterios y prototipos de búsqueda, así como las fuentes de obtención de información expuestos anteriormente. La selección de las fuentes documentales por incluir en la investigación se realizó con base en los criterios de inclusión, los cuales fueron exhaustividad, representatividad y homogeneidad. De tal manera, desde diciembre de 2019 hasta abril de 2020, se hizo la depuración de las fuentes documentales obtenidas en las bases de datos. Se incluyeron documentos publicados de 2008 a 2019, en las áreas de Educación, Educación superior, Desarrollo humano, Psicología educativa, Orientación, Evaluación educativa. Se consideró que en el título, resumen o palabras clave incluyeran por lo menos dos palabras de los prototipos de búsqueda. Así mismo, se excluyeron las fuentes documentales que pertenecieran a niveles de educación diferentes a la preparatoria, universidad o posgrado.Los resultados del estudio están divididos en dos: en la primera parte, se presentan los datos cuantitativos de la información incluida en la investigación documental, y, en la segunda, se describen las principales categorías de análisis derivado de la codificación.La búsqueda principal arrojó 668 documentos, a través del flujograma de PRISMA-NMA se realizó la depuración y selección de las fuentes documentales, como se muestra en la REF _Ref67152411 \h \* MERGEFORMAT figura 1. Figura SEQ Figura \* ARABIC 1. Diagrama de flujo PRISMA-NMA del proceso y selección de los artículos incluidos. Elaboración basada en Hutton et al. (2016)En relación con las características principales de las fuentes documentales seleccionadas para el estudio, se destaca que todas corresponden a artículos, por lo cual son fuentes primarias de información. De igual manera, en relación con el tipo de artículo, se encuentra que diecinueve (19) corresponden a empíricos, uno (1) reflexivo, (1) teórico, y uno (1) revisión literaria.Respecto al año, en la REF _Ref67152596 \h \* MERGEFORMAT tabla 2, puede observarse la distribución de los artículos, siendo el 2011 y 2013 los de mayor frecuencia, sin que denote un valor estadísticamente significativo.Tabla SEQ Tabla \* ARABIC 2. Distribución de los artículos por año.Añon%%acumulado200914.5454.545201029.09113.6362011313.63627.273201229.09136.3642013313.63650.000201429.09159.091201529.09168.182201629.09177.273201729.09186.364201829.09195.455201914.545100.000Total22100Nota: Elaboración propia.En relación con los modelos de evaluación curricular, como se observa en la tabla 3, las fuentes documentales incorporadas en el estudio reflejan, en su mayoría, una ausencia de uso de modelos de evaluación curricular como referente. Surgen cuestionamientos en torno a esta información como lo son ¿la ausencia en el uso de modelos obedece al desconocimiento de la utilidad de estas metodologías en los ámbitos educativos?, ¿el uso de metodologías de investigación en la evaluación curricular es más práctico y accesible para las instituciones y programas? Tabla SEQ Tabla \* ARABIC 3. Distribución de los estudios según el nivel educativo y el modelo de evaluación curricularNivel educativoModeloTotalBouJaudeOrientado a criterios CIPPBasado en elementos I-CODETabaNeo-DeweyanNo especificaThe model Empresarial11No especifica11Preparatoria1111127Universitario111012Total112111112121Nota: Elaboración propia.A fin de ahondar en las características de las prácticas de evaluación curricular, a continuación, se presentan los resultados a través de las principales redes semánticas derivadas de la codificación; así mismo, acorde con los datos que integran cada uno de los códigos y las familias, se enuncian los hallazgos, los cuales se presentan en términos descriptivos e interpretativos, en coherencia con la técnica de codificación aplicada en el estudio ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"Esta segunda edicion de uno de los libros mas vendidos continua ofreciendo consejos inmensamente practicos y saber tecnico que ayudan a los investigadores a encontrar el sentido de los datos recolectados.","author":[{"dropping-particle":"","family":"Strauss","given":"","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Corbin","given":"","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2002"]]},"publisher":"Editorial Universidad de Antioquia","publisher-place":"Medellín","title":"Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada","type":"book"},"uris":["http://www.mendeley.com/documents/?uuid=c5ec1701-352b-4df1-a4ea-ce33c68bf26c"]}],"mendeley":{"formattedCitation":"(Strauss & Corbin, 2002)","plainTextFormattedCitation":"(Strauss & Corbin, 2002)","previouslyFormattedCitation":"(Strauss & Corbin, 2002)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Strauss & Corbin, 2002).Figura SEQ Figura \* ARABIC 2. Características de la evaluación curricular. Elaboración propia, a partir de la codificación de los datos realizada por los autores.En la REF _Ref67152894 \h \* MERGEFORMAT figura 2, pueden observarse las categorías que dan cuenta de las características de la evaluación curricular, reconocido como un proceso continuo, orientado a un objetivo, holístico, integral, exhaustivo y sistemático del currículo formal, real y oculto.La evaluación continua depende de la perspectiva que asume la institución educativa, para lograrla, debe estar constituida por estamentos académicos y administrativos que participan activamente en la evaluación y propenden por el reconocimiento objetivo de las características y necesidades del sector real, a fin de articular el proceso educativo con él. La evaluación curricular está guiada por un objetivo, aspecto que responde a la pregunta ¿qué evaluar? Según los resultados obtenidos en las fuentes de información documentales, puede estar relacionado con la actualización del currículo acorde con las exigencias del entorno, procesos de acreditación, mejora en la calidad educativa, el determinar el valor y las características del currículo. Es un proceso exhaustivo, en la medida en que retoma los elementos que integran cada tipología curricular con rigurosidad, fundamentado en la ética y en criterios de evaluación. Holístico indica que reconoce la función y el aporte de cada elemento del currículo, considerándolo como un todo. Integral, refiere a que valora la relación y articulación que existe entre todos los elementos curriculares y la función que estos cumplen para el desarrollo del proceso educativo.La evaluación curricular acoge diferentes alcances, los cuales son establecidos por los programas académicos, en función del objetivo que le han designado a la evaluación, así pueden presentarse prácticas concretas de evaluación, orientadas a aspectos específicos del currículo, como los contenidos o estrategias de enseñanza en la clase. O de mayor alcance, como los resultados del proceso educativo, a través de la recolección de datos con egresados. La magnitud está mediada usualmente por el tipo de evaluación que se trate, interna o externa.La evaluación curricular entendida como un proceso sistemático indica que los aspectos metodológicos están articulados con coherencia y responden al paradigma investigativo establecido para la evaluación. De tal manera que las técnicas de recolección de información, análisis de datos y presentación de resultados, guardan relación con los métodos cualitativos o cuantitativos.El éxito en el proceso de evaluación curricular está mediado por la forma en la cual se involucra el maestro. Desde las fuentes documentales seleccionadas para el estudio, se identifica el papel que desempeñan las características del maestro en el proceso evaluativo, atributos como la creatividad, reflexión y apropiación del currículo propenden por el éxito en los diferentes momentos del proceso.Respecto de los elementos que constituyen un proceso de evaluación curricular, en la REF _Ref67153672 \h \* MERGEFORMAT figura 3 se han agrupado en: orientadores de la evaluación curricular, entre los cuales se encuentran las expectativas, filosofía, misión, principios de la evaluación, visión, política y definición curricular. Los relacionados con los aspectos curriculares, referidos a los resultados, características del currículo, comportamientos, diseño y desarrollo curricular, experiencias de aprendizaje y de enseñanza, infraestructura e institución. Finalmente, los elementos relacionados con aspectos de tipo metodológico, entre los cuales está la investigación, medidas de calidad, población, rol del evaluador dimensiones, diseño de la evaluación del currículo, enfoque, entrada y estándares de calidad y evidencia. Figura SEQ Figura \* ARABIC 3. Elementos de la evaluación curricular. Elaboración propia, a partir de la codificación de los datos realizada por los autores.Los elementos orientadores de la evaluación curricular se caracterizan por suministrar la guía epistemológica y conceptual de la práctica evaluativa, define los principios que guían el actuar de los evaluadores, así como sus fundamentos. La filosofía de la evaluación curricular corresponde con el elemento esencial de esta categoría, está orientada a suministrar una postura clara en torno a la forma en la cual se asume el objeto de estudio de la evaluación curricular, el currículo. En la codificación, se identificó que estas perspectivas pueden ser objetivista, subjetivista, utilitaria y pluralista. La filosofía guía aspectos más concretos de la evaluación, como lo son los principios, la misión y visión, la política, y encamina la definición y, por ende, las expectativas.Los principios se corresponden con los fundamentos de la evaluación curricular, suministran coherencia con la filosofía; dentro de los propuestos por los autores en las fuentes de información, se encuentran: establecer expectativas claras y concretarlas en objetivos, mantener una comunicación abierta y consistente con los participantes de la evaluación, incorporar múltiples niveles de liderazgo, involucrar a varios grupos de partes interesadas, proporcionar una visión clara de la evaluación, realizar implementaciones a través de elementos accionables, proporcionar información necesaria para la evaluación, ofrecer recomendaciones, realizar talleres y debates curriculares, generar un proceso colaborativo y participativo, formalizar acciones para los miembros de la comunidad académica, a fin de implementarlas en la mejora del currículo.La misión y la visión son códigos in vivo que se obtienen en las fuentes de información, puede interpretarse que corresponden con lo que se pretende en la evaluación curricular, lo cual permite articular los esfuerzos, en el caso de la misión. En tanto que la visión se orienta a las consecuencias a corto y mediano plazo de esa evaluación.Las políticas son las reglas que la institución o el programa académico genera para unificar la práctica de la evaluación curricular, de igual manera, según los resultados de la codificación, tienen como propósito monitorear y mejorar el plan de estudios.Respecto a la definición de la evaluación curricular, puede interpretarse que es el resultado de los anteriores elementos descritos. En la codificación, se lograron identificar palabras y frases clave para una posible definición, estas son: proceso, toma de decisiones, validez, adecuación, eficiencia, eficacia, utilidad, capacidad de ejecución de un plan de estudios, procesos de investigación científica, investigaciones sistemáticas. De igual modo, se especifica en las fuentes que requiere especialización en materias desde psicología educativa hasta psicología social y un proceso de interacción.Finalmente, las expectativas proporcionan un marco común de trabajo y encaminan los esfuerzos al cumplimiento de objetivos, deben establecerse al inicio de la evaluación curricular y de manera clara.En relación con los aspectos curriculares, parten del diseño y desarrollo curricular, el primero acoge las características del currículo y la entrada; el segundo, los resultados, comportamientos, experiencias de aprendizaje y de enseñanza. Veamos cada uno de estos elementos.El diseño curricular, según las fuentes documentales seleccionadas, corresponde a la planeación o planificación del proceso educativo, está orientado a anticipar la forma en que la enseñanza y el aprendizaje será organizado y constituye el primer borrador del proceso de enseñanza; en la codificación, se recogen los códigos denominados plan de estudios y cursos en la categoría “diseño curricular”. Es de destacar que la planeación del proceso educativo considera aspectos contextuales, por lo tanto, identifica las necesidades formativas en el entorno inmediato y global, y con base en dicha información formula el proceso educativo.Las características del currículo se relacionan con atributos como duración, modalidad educativa, criterios curriculares como la integración y la innovación. La entrada es un elemento que surge como código en vivo en la codificación, y corresponde al término atribuido por ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1002/ev","ISBN":"5555555555","ISSN":"14739879","PMID":"44260277","abstract":"In stories he shares about his own evaluation life, Stufflebeam notes some ofthe fundamental values he learned from his parents’ examples and efforts to help him develop these values as a child growing up during the Depression. He also shares a story about his extraprofessional evaluation experiences as a substitute teacher in Chicago, where he taught in more than 40 different schools and ob- served the need for professional evaluation of the school system. He lists many other extraprofessional evaluation experiences and connects them to his decades of developing the context, inputs, processes, and products (CIPP) approach and his professional evaluation practices. © 2016Wiley Periodicals, Inc., and the American Evaluation Association","author":[{"dropping-particle":"","family":"Stufflebeam","given":"Daniel","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Seven north american evaluation pioneers","id":"ITEM-1","issue":"150","issued":{"date-parts":[["2016"]]},"note":"Revisado\n1. Incluido en revisión literaria\n2. incluido en la tesis","page":"13-15","publisher":"American Evaluation Association","publisher-place":"United States","title":"Factors that influenced my conduct of evaluations and evaluation training programs","type":"chapter"},"uris":["http://www.mendeley.com/documents/?uuid=45839996-0fe5-4b0a-b0bd-ad913b511ebc"]}],"mendeley":{"formattedCitation":"(D. Stufflebeam, 2016)","manualFormatting":"Stufflebeam (2016)","plainTextFormattedCitation":"(D. Stufflebeam, 2016)","previouslyFormattedCitation":"(D. Stufflebeam, 2016)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}Stufflebeam (2016) como elementos contextuales del currículo, se relaciona con el análisis de necesidades y los recursos con los que se cuenta para el proceso educativo.El desarrollo curricular hace referencia a la implementación de las estrategias pedagógicas y didácticas utilizadas para el proceso de enseñanza y de aprendizaje. De este elemento surgen los resultados, según las fuentes documentales, corresponde a uno de los principales interrogantes del proceso educativo, formulado por las directivas del programa, se indaga por la eficiencia, cantidad, logros de aprendizaje o competencias desarrolladas, de igual manera, se hace explícito que la información obtenida se destina a tomar decisiones. Los comportamientos son un código en vivo, por lo cual no tiene una descripción adicional. La experiencia de enseñanza equivale a las características del docente y su ejecución en la implementación del currículo, en tanto que las experiencias de aprendizaje recogen la vivencia del estudiante en torno a la experiencia en el aula, en su proceso de aprendizaje, como lo indica el nombre del código. Retoma atributos como significado, calidad en el aprendizaje, perdurabilidad, relevancia y eficiencia.Para cerrar este apartado de elementos de la evaluación curricular, están aquellos relacionados con aspectos de tipo metodológico, estos se corresponden con los elementos más concretos y materializables de la evaluación curricular, pues se traducen usualmente en acciones de parte del evaluador y de los evaluados. Las relaciones entre los elementos, observadas en la REF _Ref67153672 \h \* MERGEFORMAT figura 3, reflejan que los estándares de la calidad constituyen el eje central de estos, de ella se desprenden las medidas de calidad, el enfoque sobre el cual se realiza la investigación y las evidencias que deberán recolectarse; de igual modo, la investigación condiciona el diseño de la evaluación, el rol del evaluador y la población participante. Por su parte, las medidas de calidad determinan los aspectos por evaluar de la infraestructura, la institución y las evidencias requeridas. Los estándares de la calidad son puntos de referencia sobre los cuales se realiza la evaluación curricular, acorde a las fuentes seleccionadas, estos pertenecen a contextos nacionales e internacionales. Las medidas de calidad hacen referencia a las mediciones o datos que se obtienen del currículo, de ahí que se consideren aspectos como la infraestructura y la institución. En la primera, se consideran el ambiente físico y virtual, donde se desarrolla la actividad, los recursos educativos, las instalaciones requeridas y su calidad. La segunda acoge subelementos como la comunicación, interacción, seguridad, condiciones físicas, áreas y actividades de ocio, ubicación de la institución y acceso.El enfoque corresponde a la orientación formativa del plan de estudios. La investigación, por su parte, se considera un elemento central del componente metodológico, dado que se refiere a la perspectiva que asumen las personas que participan de la evaluación curricular, la cual debe estar basada en el método científico. El diseño de la evaluación parte de reconocer hacia dónde estará dirigida la evaluación, si a los objetivos, la gestión, al consumidor, a la experiencia, al adversario o a los participantes. Por su parte, el rol del evaluador se sitúa en función del tipo de evaluación que se trate, si es externa o interna, de ahí se delimitan con las características de este rol. Finalmente, la población participante, acorde a las fuentes documentales, pueden ser los miembros de la comunidad académica, dependiendo del objetivo de la evaluación, los estudiantes, docentes y directivas, estos pueden ser evaluadores o evaluados.ConclusionesLa evaluación curricular es un proceso complejo que requiere un abordaje fundamentado en los principios de la investigación científica, esto es, la rigurosidad, exhaustividad y sistematicidad, dado que se deben evaluar los aspectos curriculares con la mayor objetividad posible, procurando reflejar el estado real de un plan de estudios, una clase o una experiencia académica. Recordemos que los procesos educativos parten de relaciones e interacciones humanas, las cuales, aún en un proceso formal, no son controladas y previstas; por lo tanto, la implementación del currículo incorpora las pautas de comunicación, de relacionamiento, clima escolar, etc., aspectos todos que inciden en la transformación de la práctica curricular, por lo cual exige de los investigadores competencias profesionales e investigativas que permiten recoger, analizar e interpretar dichos datos con la mayor veracidad posible.De igual manera, es de destacar que las características nominadas como objetivo y holístico están relacionadas con la perspectiva que debe asumir el evaluador, en ese sentido, el currículo debe ser explorado procurando identificar si se abordan diferentes dimensiones humanas, en coherencia con las perspectivas contemporáneas de educación superior, de tal manera que se acoja la dimensión social, cognitiva, afectiva, entre otras, a través de los escenarios académicos. En tanto la característica de objetividad, incita al evaluador a monitorear sus creencias, ideas y posturas educativas. Estos aspectos inciden en la postura metodológica del evaluador y en el análisis en el estudio del currículo, lo cual denota la fuerte incidencia que el origen de la evaluación curricular genera en las actuales prácticas en instituciones de educación superior, dado que se siguen considerando esenciales las técnicas y los métodos que proceden de perspectivas cuantitativas.La evaluación curricular en los programas académicos de educación superior es altamente heterogénea, dentro de las características más destacables en el estudio, se identifica que las investigaciones seleccionadas se caracterizan por incluir aspectos de fundamentación conceptual en torno al proceso de evaluación, los cuales suministran orientación y guía en la medición de los elementos curriculares. De igual manera, contiene elementos metodológicos, los cuales concretan las conceptualizaciones y dan línea a las acciones de los evaluadores. La combinación entre los aspectos conceptuales y metodológicos no es usual entre los estudios consultados, en algunos de ellos existe mayor énfasis de alguno de estos. Es posible que este tipo de prácticas obedezcan a la orientación altamente metodológica que tienen los ejercicios de evaluación curricular en las instituciones participantes de los estudios consultados, en las cuales el proceso es de corte principalmente instrumental y tiene como propósito recolectar información para un posterior ajuste en el currículo.Así mismo, los estudios incorporados en esta investigación acogen varios elementos de la evaluación curricular, agrupados en tres categorías, principios de la evaluación, aspectos curriculares y metodología. Los elementos identificados en cada grupo acogen el currículo real y formal, principalmente, permitiendo comprender la planeación y ejecución del proceso educativo en los programas académicos de educación superior. Se observa una relación entre elementos curriculares y reporte a instancias internas o externas de la institución con fines de acreditación o rediseño curricular. La estructura derivada de los elementos de evaluación curricular se alinea con las posturas pedagógicas actuales, las cuales han hecho énfasis no solo en aspectos epistemológicos y conceptuales, como principios de la educación, sino que traducen dichos lenguajes a escenarios de la praxis pedagógica, incorporando aspectos como la didáctica. Esto facilita indudablemente la apropiación de estrategias de evaluación curricular en contextos de educación superior, dado que se soportan las acciones con conceptualizaciones que, de paso, pueden contrastarse con la filosofía institucional o del programa académico.Uno de los mayores aportes del estudio es identificar la relación teórico-práctica que guía la evaluación curricular, puesto que es menester de las instituciones, por exigencias internas y externas asociadas con procesos de autorregulación y autoevaluación, argumentar las prácticas evaluativas implementadas y contar con procesos y procedimientos que faciliten la aplicación de acciones por parte de los líderes curriculares.De igual manera, es clara la necesidad de difusión de modelos de evaluación curricular, dado que estos no han sido apropiados por parte de las instituciones y programas para evaluar sus prácticas curriculares, posiblemente por la distancia que existe entre el quehacer en la gestión educativa y las fuentes donde se presentan dichas propuestas.ReferenciasADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY Al-Htaybat, K., von Alberti-Alhtaybat, L., & Alhatabat, Z. 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International Journal of Scientific and Technology Research, 8(4), 293-299.Tyler, R. W. (2000). A rationale for program evaluation. In Evaluation in Education and Human Services (pp. 85–120). Kluwer Academic Publishers._______________________________________________________________________________________________________________Revisión sistemática de las características de evaluación curricular en programas académicos de pregrado a través del método PRISMA-NMAMónica Viviana Cely-Salazar, Abel Quiñones-UrquijoDOI: http://dx.doi.org/10.22458/caes.v13i2.4415Artículo protegido por licencia Creative CommonsPAGE \* MERGEFORMAT150 Fundación Universitaria Konrad Lorenz: Bogotá, Bogotá, Colombia, https://orcid.org/0000-0003-1695-7950 Doctor en educación y Doctor en Pedagogia. Universidad Internacional Iberoamericana. 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