Assessment of learning outcomes with the use of the SOLO taxonomy. A curriculum study

Abstract

The study addresses the evaluation of learning outcomes in the Bachelor's program in Natural Sciences and Environmental Education at the University of Córdoba, Colombia. The objective is aimed at establishing criteria and strategies for evaluating learning results, in the training of new teachers in science, from the application of the SOLO taxonomy, whose acronym represents Structure of Observed Learning Outcome. A qualitative methodology and interpretive paradigm is used, focused on understanding human behavior and educational reality from the intentions of the subjects involved. A documentary review of the curricular designs and an analysis guide were used to evaluate the interaction between teachers and students. The most notable results revealed a lack of comprehensiveness of the learning results in the 62 courses of the program, based on an analysis of the components of Specific and Disciplinary Knowledge, of Pedagogy and Educational Sciences and of the component of General Fundamentals. From this research, it is highlighted that the knowledge of the most visible criteria and strategies in the curricular designs, with the application of the SOLO taxonomy allowed progress in the organization of the ascending cognitive levels, in the Bachelor's program in Natural Sciences and Environmental Education of the University of Córdoba, where a review and update of the same is recommended, to include all the learning results and ensure a comprehensive and balanced training of future teachers in Sciences.