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How many professors from the Faculty of Natural Sciences participated in the pilot project?
What was one of the main focuses of the personalized training and support provided to the professors?
Which of the following was NOT a topic covered in the training process?
What role did the professors have in defining the timing of their virtual meetings during the training?
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Which system was introduced to the professors to provide context during their training?
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What was the total approximate hours of support provided to each professor during the training?
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What was one expected outcome for professors through the training and support process?
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What type of guidance did the professors receive regarding their course outlines?
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What type of learning does the course use to facilitate problem-solving in real business scenarios?
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Which of the following does NOT describe a pedagogical strategy used in the course?
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What is the highest alignment level assigned to the RAEs in the course?
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How are the evaluation strategies described in relation to the pedagogical practices?
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What is one of the key components of the methodology used in the course?
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Which of the following best describes the purpose of rubrics in this course?
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What type of activities does the course include to enhance understanding?
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Which of the following statements about the course's evaluation strategy is true?
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What was the primary goal of the Learning Assessment System, Poliedro, at the Universidad del Rosario?
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Which framework was utilized to ensure internal consistency in syllabi design for the Learning Assessment System?
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How many teachers participated in the pilot training for the Learning Assessment System?
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What was a significant outcome of the pilot training for teachers?
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What topic requires further work at the Universidad del Rosario according to the findings of the pilot?
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What is being offered to all university teachers as a follow-up to the pilot program?
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What does the constructive alignment framework emphasize in educational practice?
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What is a primary feature of the Poliedro system as indicated in the content?
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What is defined as a method to understand organizations in a global context?
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Which of the following is an example of an evaluation strategy mentioned?
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What is the assigned alignment level that indicates a need for adjustment?
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Which activity is suggested for understanding the concept of organization?
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What should be adjusted alongside the evaluation activities?
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Which of the following theories is emphasized for studying organizations?
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What is one of the characteristics emphasized in distinguishing types of organizations?
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What is considered crucial for intervening in organizations as per the methodologies?
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What was the pre-course alignment level of the subject 'International Business Management'?
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Which subject had a consistent post-course alignment level of 5 throughout?
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What was the focus of the interviews conducted with the professors in mid-2022?
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Which subject showed an increase in alignment level from pre to post of at least 2 points?
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What impact did the support provided to the professors have, according to the conclusions?
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What was the pre-alignment level for the subject 'Innovation'?
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What is the post-alignment score range for most subjects in the Escuela de Administración?
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Which academic unit's subjects had the lowest pre-alignment levels?
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Study Notes
Poliedro: Learning Assessment System
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Poliedro is a learning assessment system implemented at the Universidad del Rosario in 2021 to track student progress, identify learning achievements and gaps, and make evidence-based improvements.
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Poliedro aims to ensure that assessments accurately reflect student learning.
Constructive Alignment
- Constructive Alignment proposed by John Biggs, is a framework adopted by Poliedro to ensure alignment between learning outcomes, teaching strategies, and assessment strategies.
Pilot Implementation
- Pilot program conducted in the second semester of 2021 with 11 teachers from the School of Administration and the Faculty of Natural Sciences.
- Personalized training and support provided to teachers on constructive alignment, teaching strategies, assessment strategies, and rubric design.
- Significant improvement in the alignment of syllabi and learning outcomes after the training program.
Pre & Post Alignment Analysis
- Table 2 compares the constructive alignment levels of courses before and after the training.
- Significant improvement in alignment scores for all participating courses.
Teacher Feedback
- Interviews conducted with pilot participants in mid-2022, revealed that teachers continued to implement constructive alignment effectively even after the training ended.
Institutional Level Applications
- Development of a constructive alignment course for all university teachers to strengthen assessment practices and support Poliedro.
- The need for institutional-level alignment across academic units and central support units to standardize criteria.
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Description
This quiz explores the Poliedro learning assessment system implemented at the Universidad del Rosario, highlighting its objectives and the framework of Constructive Alignment by John Biggs. It includes details about the pilot implementation, teacher training, and improvements observed in teaching strategies. Test your understanding of the concepts behind effective assessment and alignment of educational outcomes.
