Descripción

The aim of this paper is to reflect on the meaning and implications of the concept and instrument of learning and, in particular, of learning outcomes as a national and international strategy for the transformation of evaluation systems in higher education. The reflection is approached from three points of view: 1. The location of learning results and their relationship with curriculum, assessment, and competency-based education; 2. The differences between three models, strategies, or devices: objectives, competencies, and learning outcomes, as well as the divergence between process and learning outcome; 3. The challenges for higher education to deconstruct this strategy and propose other alternatives for assessment and learning from four aspects: the classroom, the disciplinary content, the teaching-learning device, and the concepts of learning.