The idea is making a classification of tool support for analyzing the learning outcomes in a educational program. See some syntactic aspects, Bloom's level, and relationships with methodologies and evaluations.
And what ways are you talking about? Is there any classification schema?
Can you give me an example please?
Further to my answer, Samuel Sepúlveda I can say there are direct and indirect methods for such measures. The example I have given earlier is an example of direct measurements. Other examples include end of the block or course assessment, other tools online such as the online bank of questions, with feedback and scores on performance etc. The indirect methods include Students' surveys, Teachers' survey, Graduates' Surveys, Accreditation Reports, Positions obtained by graduates, etc.
I think the firs step is to define competences, meaning what studens can learn, and what not. And you got the specific performance to indicate what could be learned. Yo can do it with experts and literature revies on the topic.
Then, as a second step, you choose among existing tools or designig a new one. Validast hem with experts and with pilot studies.
In third place, build a tool to have the evaluation, and have specific time to respond, or conditions to respond for each student by himself/herself. And gieve the time to do the expected performace.
Fourth: have a session with teachers for each plan, to explain something about the course plan, and follow, during development, all the trajectories logs from students and most of the specific student aspects.
Then , you can test it with all these data. Weight with multivariate analyses what can be due tu student features, to teachers plans or to specific student logs, over the results.
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