Resultados de aprendizagem no quadro do ensino superior português: definição e medida

• Dias, Diana ^[1] ; Soares, Diana ^[1] ; Almeida, Leandro ^[2] ; Marinho-Araújo, Claisy ^[3] ; Ferreira, Joaquim ^[4]
  1. [1] Universidade Europeia

     Universidade Europeia

     Socorro, Portugal

     
  2. [2] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
  3. [3] Universidade de Brasília

     Universidade de Brasília

     Brasil

     
  4. [4] Universidade de Coimbra

     Universidade de Coimbra

     Coimbra (Sé Nova), Portugal

     

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• Localización: Revista de estudios e investigación en psicología y educación, ISSN-e 2386-7418, Nº. Extra 12, 2017 (Ejemplar dedicado a: XIV Congreso Psicopedagogía. Área 12: POLÍTICAS Y REFORMAS DE LA ENSEÑANZA SUPERIOR), págs. 41-45
• Idioma: portugués
• DOI: 10.17979/reipe.2017.0.12.2423
• Títulos paralelos:
  • Defining and measuring learning outcomes in Portuguese Higher Education
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • English

    The learning outcomes become an important tool in the Higher Education system, since they allow to describe the knowledge and skills that students are expected to acquire at the end of their training. This study intends to evaluate the level of implementation of learning outcomes in the national context, exploring which competences are most valued in the professional profiles of their graduates. Based on a mixed methodology, a matrix of analysis was elaborated, and was validated both theoretical and empirically. This taxonomy integrates discipline-specific competences and a wide range of transversal competences, allowing a comprehensive reading of RA.

  • português

    Os resultados de aprendizagem assumem-se como importante ferramenta no quadro do Ensino Superior, já que permitem descrever os conhecimentos e competências que se espera que os estudantes demonstrem no final da sua formação. Este estudo descreve o nível de implementação, dos resultados de aprendizagem no contexto nacional, explorando quais as competências mais valorizadas nos perfis de saída dos seus diplomados (1º, 2º e 3º ciclos). Partindo de uma metodologia mista, foi elaborada uma matriz de análise, validada teórica e empiricamente. Esta taxonomia integra competências específicas à área científica e um conjunto alargado de competências transversais, possibilitando uma leitura compreensiva dos resultados de aprendizagem. 

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