A formal model for assessing the learning outcomes of academic programs.

Area of Science:

• Educational Assessment
• Higher Education Pedagogy
• Computer Science Education

Background:

• Academic programs struggle with consistent and traceable evaluation of learning outcomes.
• Alignment of learning outcomes with curricular goals remains a challenge.
• Existing assessment methods often lack systematic structure and longitudinal tracking.

Purpose of the Study:

• To introduce and validate a formal model for systematic learning outcome assessment.
• To enhance the consistency, traceability, and alignment of evaluations.
• To support iterative curriculum improvement in academic programs.

Main Methods:

• Development of a formal model grounded in set theory and matrix algebra.
• Integration of the SOLO taxonomy for cognitive performance classification.
• Application and validation of the model in a five-year Computer Science teacher training program using statistical analysis (paired t-test, ANOVA).

Main Results:

• A significant decline in learning outcome performance was observed between the initial and final stages of the program.
• Consistent performance across courses was noted at each assessment stage.
• The model demonstrated support for generating outcome-specific improvement plans.

Conclusions:

• The proposed model offers a replicable framework for aligning course-level evidence with program-level competencies in outcome-based education.
• Integration of structured assessment, cognitive benchmarking, and iterative feedback facilitates longitudinal monitoring of student achievement.
• The model empowers academic institutions to achieve continuous curriculum improvement.