Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
https://doi.org/10.62574/cq0mye93
122
Evaluation of educational plans: impact on improving student learning
Evaluación de planes educativos: impacto en la mejora del aprendizaje
estudiantil
Víctor Lautaro Sinche-Pauta
Victor.sinche@quito.gob.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0009-5907-4745
Wendy Patricia Castillo-Ordoñez
Wendy.castillo@quito.gob.ec
UTPL: Universidad Particular de Loja, Quito, Pichincha, Ecuador
https://orcid.org/0009-0005-4501-9834
Jacqueline Concepción Cisneros-Bedón
jacquelinec.cisneros@quito.gob.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0009-0002-8995-8102
Jenny Maribell Chuqui-Tituaña
jpc7maribell@hotmail.com
Unidad Educativa Municipal Eugenio Espejo, Quito, Pichincha, Ecuador
https://orcid.org/0009-0008-2516-7516
RESUMEN
El objetivo del artículo consiste en analizar la evaluación de planes educativos como factor de impacto en
la mejora del aprendizaje estudiantil dentro del contexto ecuatoriano. De metodología descriptivo
documental. Se examinaron dieciséis publicaciones científicas (2019-2025) aplicando análisis de contenido
sistemático. Los resultados revelan una brecha significativa entre las concepciones teóricas avanzadas de
evaluación formativa y las prácticas tradicionales predominantes que priorizan la memorización sobre el
desarrollo competencial. Se identificó que la coherencia curricular y la integración sistémica de
componentes educativos son factores determinantes para mejoras sostenibles del aprendizaje. Persisten
desafíos relacionados con la fragmentación curricular, desarticulación entre teoría y práctica evaluativa, y
resistencia al cambio metodológico. Se concluye que transformar las prácticas evaluativas requiere
intervenciones integrales que aborden simultáneamente formación docente, políticas institucionales,
culturas organizacionales y disponibilidad de recursos, trascendiendo enfoques fragmentados hacia
estrategias holísticas de mejoramiento educativo.
Descriptores: evaluación de la educación; planificación de la educación; calidad de la educación. (Fuente:
Tesauro UNESCO).
ABSTRACT
The aim of this article is to analyse the evaluation of educational plans as a factor influencing the
improvement of student learning within the Ecuadorian context. A descriptive documentary methodology was
used. Sixteen scientific publications (2019-2025) were examined using systematic content analysis. The
results reveal a significant gap between advanced theoretical conceptions of formative assessment and the
predominant traditional practices that prioritise memorisation over skills development. Curricular coherence
and the systemic integration of educational components were identified as determining factors for
sustainable improvements in learning. Challenges remain in relation to curricular fragmentation, the
disconnect between theory and assessment practice, and resistance to methodological change. It is
concluded that transforming assessment practices requires comprehensive interventions that
simultaneously address teacher training, institutional policies, organisational cultures, and resource
availability, transcending fragmented approaches towards holistic strategies for educational improvement.
Descriptors: education assessment; education planning; education quality. (Source: UNESCO Thesaurus).
Received: 08/08/2025. Reviewed: 11/08/2025. Approved: 21/08/2025. Published: 16/09/2025.
Research articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
123
INTRODUCTION
Higher education is undergoing a period of profound change that requires
constant review of the educational models implemented in academic institutions.
In this scenario of continuous change, the evaluation of educational plans
emerges as a fundamental component in ensuring the relevance, coherence, and
effectiveness of training processes. According to Sandoval-Rubilar et al. (2022),
educational evaluation is a systematic process of collecting, analysing and
interpreting information that allows for the making of value judgements about
learning and decisions aimed at the continuous improvement of educational
processes. This conceptualisation places evaluation not as an end point of the
educational process, but as an integrated mechanism that runs through all
phases of curriculum design, implementation and assessment.
In the Latin American context, particularly in Ecuador, higher education
institutions face multiple challenges related to educational quality, the relevance
of their academic programmes and the comprehensive training of students. As
Mejía-Rodríguez and Mejía-Leguía (2021) point out, assessment and educational
quality have an intrinsic relationship that has seen significant advances, although
limitations persist that restrict the scope of assessment processes in the real
transformation of pedagogical practices. These limitations are manifested in the
lack of coordination between curricular components, the application of traditional
evaluation strategies that prioritise memorisation over the development of skills,
and the absence of effective feedback mechanisms that allow educational plans
to be adjusted according to emerging needs.
Educational planning is the foundation on which the learning experiences that
students will have during their academic career are built. According to Carriazo-
Díaz et al. (2020), educational planning is a fundamental tool for achieving quality
education, as it allows for the systematic organisation of curricular elements, the
establishment of objectives consistent with social and professional demands, and
the design of pedagogical strategies that facilitate the development of
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
124
comprehensive skills in students. However, planning alone is insufficient if it is
not accompanied by rigorous evaluation processes that allow for monitoring its
implementation and assessing its impact on student learning.
Curricula serve as the link between institutional aspirations and classroom
realities, connecting the university's mission with the needs of the social and
productive environment. De-La-Cruz-Rioja et al. (2022) characterise curricula as
the missing link between the university and society, highlighting that there is often
a disconnect between what institutions offer and what society demands. This gap
is amplified when educational plans lack periodic evaluations to verify their
validity, relevance and effectiveness. The absence of robust evaluation
mechanisms leads to outdated academic programmes, disjointed curriculum
content and pedagogical strategies that do not respond to the characteristics and
needs of contemporary students.
The evaluation of student learning has evolved from quantitative approaches
focused on measuring memorised knowledge to more comprehensive
perspectives that consider the development of competencies, socio-emotional
skills and critical thinking abilities. In this regard, Espinoza-Freire (2022)
emphasises that learning assessment must transcend the grading function to
become a formative process that guides the continuous improvement of teaching
practices and curriculum design. This paradigm shift requires educational
institutions to implement multidimensional assessment systems that consider
both learning outcomes and the processes that students develop to achieve
them.
This study is justified by the need to understand how the systematic evaluation
of educational plans contributes to the improvement of student learning in the
Ecuadorian context. The country's universities have implemented various models
of curriculum planning and evaluation strategies, but questions remain about the
effectiveness of these mechanisms in generating real transformations in teaching
and learning processes. Scientific research in this field allows us to identify good
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
125
practices, recognise limitations and propose guidelines that strengthen the link
between assessment, planning and learning improvement.
The aim of this article is to analyse the assessment of educational plans as a
factor that impacts student learning improvement within the Ecuadorian context.
METHOD
This work was developed using a qualitative, descriptive, documentary approach,
based on content analysis. We chose this methodology because it allowed us to
examine, interpret, and gather information from different specialised bibliographic
sources, which was essential for understanding the educational phenomenon
that interested us from different perspectives, both theoretical and empirical.
Through content analysis, we were able to identify recurring patterns, relevant
thematic categories, and conceptual relationships that emerged from the
documents we reviewed. This process enabled us to construct solid
interpretations, always supported by scientific evidence.
The study population consisted of sixteen scientific documents published
between 2019 and 2025, intentionally selected for their thematic relevance to the
research objective. The inclusion criteria applied considered: (a) publications
addressing educational assessment, curriculum planning, or study plans in higher
education or secondary school contexts; (b) articles published in indexed
scientific journals or with peer review processes; (c) documents in Spanish that
reflected Latin American realities, particularly those of Ecuador; and (d)
publications that provided conceptual frameworks, empirical results, or
theoretical reflections on the relationship between educational assessment and
learning improvement.
The sample consisted of the entire identified population (n=16), forming a
documentary corpus that includes articles from Ecuadorian and international
scientific journals, with theoretical, empirical, and review approaches. The
temporal distribution shows a concentration of publications between 2021 and
2023, reflecting the growing interest in the subject during the post-pandemic
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
126
period, when educational institutions intensified their curriculum review and
updating processes.
The content analysis was carried out following a systematic process organised
into five phases. The first phase consisted of an exploratory reading of the
selected documents, identifying the central themes, research objectives,
methodologies used and main conclusions of each publication. This preliminary
reading provided an overview of the documentary corpus and detected recurring
elements in the texts.
In the second phase, an in-depth analytical reading was carried out, with content
sheets being drawn up for each document. These sheets recorded information
on: conceptualisations of educational assessment, characteristics of the
curricula, assessment strategies implemented, experiences of educational
projects, limitations identified and recommendations proposed by the authors.
The systematisation of this information facilitated the comparison between
documents and the identification of conceptual convergences and divergences.
The third phase involved the thematic categorisation of the analysed content.
Four main categories emerged from the inductive analysis of the documents: (1)
Conceptualisation and models of educational assessment; (2) Design and
coherence of curricula; (3) Learning assessment strategies implemented by
teachers; and (4) Educational projects and interdisciplinary integration. Each
category includes subcategories that allow for a more detailed analysis of the
specific components identified in the literature.
In the fourth phase, an interpretive analysis of the established categories was
conducted, identifying patterns, conceptual relationships, and theoretical
tensions present in the documents. This analysis considered both the individual
contributions of each publication and the possible articulations between different
theoretical and empirical perspectives. Particular attention was paid to the
implications of the reported results for understanding the phenomenon studied in
the Ecuadorian context.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
127
The study respected the ethical principles of documentary research, including the
appropriate recognition of authorship through citations and complete
bibliographic references. The APA seventh edition format was used to ensure the
traceability of the sources consulted. No modifications or interpretations were
made that distorted the authors' original arguments, maintaining fidelity to the
content of the documents analysed.
RESULTS
The systematic exploration of the sixteen documentary sources that constitute
the research corpus allowed for the identification of four fundamental thematic
axes that align with the purpose of the research. The results are presented
organised according to these dimensions, weaving together the contributions of
the different publications analysed.
Conceptual foundations of assessment in the educational field
The publications examined show that educational assessment has undergone a
substantial conceptual transformation in recent decades. According to Arias-Lara
et al. (2019), this process of transformation can be interpreted through different
models and periods that have marked the shift from approaches limited to
quantitative measurement to broader perspectives that incorporate formative and
qualitative elements. These authors recognise that historically, assessment was
conceived as a final act intended for accreditation and certification, while
contemporary views place it as a constituent element of the educational process
that nourishes both learning and teaching practice.
In line with this transformative vision, Sandoval-Rubilar et al. (2022) construct a
theoretical framework that characterises educational assessment as a
professional language that requires a deep understanding of its epistemological
and methodological foundations. According to their argument, assessment
involves a systematic process of gathering evidence, interpreting information and
formulating evaluative judgements that guide pedagogical decisions. This
conceptualisation highlights the dynamic nature of assessment and its primary
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
128
function of educational improvement, going beyond the simple certification
function traditionally assigned to it.
The essential properties of educational assessment in the learning process are
explored by Ley-Leyva and Espinoza-Freire (2021), who determine that this
process must be systematic, continuous, comprehensive, participatory, and
improvement-oriented. These authors emphasise that contemporary assessment
requires the active participation of various educational actors, including students,
teachers, administrators, and the educational community as a whole. This
participatory perspective differs from traditional models where assessment was a
unilateral practice exercised exclusively by the teacher towards the student.
The conceptual dimension of assessment is expanded upon by Espinoza-Freire
(2022), who delves into the assessment of learning as a specific process within
the broader field of educational assessment. The author distinguishes between
assessment of learning and assessment for learning, pointing out that the latter
constitutes a paradigm shift that positions assessment as a tool to support the
learning process rather than a simple end-of-term verification mechanism. This
differentiation is fundamental to understanding how assessment can positively
impact the improvement of student learning.
The link between assessment and educational quality is another relevant
conceptual component identified in the analysis. Mejía-Rodríguez and Mejía-
Leguía (2021) examine the current progress, constraints, and challenges in this
relationship, arguing that assessment represents one of the fundamental pillars
for achieving and maintaining educational quality. However, the authors also
recognise significant constraints, including the persistence of conventional
assessment practices, the disconnect between learning assessment and
institutional assessment, and insufficient teacher training in innovative
assessment methodologies.
Curricular structure and coherence in study programmes
The second dimension that emerges from the analysis is linked to the design,
architecture, and coherence of study programmes as determining factors that
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
129
shape student learning experiences. De-La-Cruz-Rioja et al. (2022) develop a
solid approach by characterising study programmes as the missing link between
the university and society. The authors identify that there is often a gap between
social demands, labour market needs and the curricular content that makes up
university curricula. This disconnect produces graduates whose skills do not fully
meet the demands of the professional context, highlighting the need for rigorous
evaluation processes to ensure curricular relevance.
Curricular coherence emerges as a fundamental dimension in the assessment of
curricula. Velázquez-Torres et al. (2024) address this issue from the perspective
of student assessment, arguing that students are key actors in identifying
curricular inconsistencies. The research reported by these authors reveals that
students detect inconsistencies in aspects such as the sequencing of subjects,
content redundancy, gaps between stated objectives and actual learning
experiences, and the disconnect between theory and practice. These student
perceptions represent valuable information for curriculum evaluation and
improvement processes.
The design of curricula requires consideration of multiple elements that must be
coherently articulated. Carriazo-Díaz et al. (2020) emphasise that educational
planning as a tool for quality must integrate philosophical, epistemological,
pedagogical, didactic, and evaluative components into a coherent structure. The
authors identify that effective planning involves defining clear graduate profiles,
establishing verifiable learning outcomes, selecting relevant content, designing
appropriate methodological strategies, and establishing assessment
mechanisms aligned with educational objectives. The absence of any of these
components or their lack of coordination compromises the quality of the
educational plan.
The link between educational plans and skills development is another dimension
analysed in the documentary sources. Martínez-Cruz (2024) examines the
impact of educational projects on skills development in higher education,
identifying that training projects represent effective strategies for articulating
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
130
curricular components and promoting meaningful learning. The author argues
that well-designed educational projects allow for the integration of knowledge
from different disciplinary areas, the development of complex thinking skills, and
the strengthening of socio-emotional competencies, elements that are difficult to
achieve through conventional methodologies focused on content transmission.
One aspect that emerges from the documentary analysis concerns the limitations
and challenges in the design of educational plans. Koßmann (2022) offers a
critical reflection on individualised educational plans, questioning whether they
simply become tools to protect teaching from parental criticism rather than
genuine instruments of educational improvement. Although this publication
focuses on special education contexts, the reflection is relevant for understanding
that educational planning mechanisms can become bureaucratic processes that
do not generate real transformations in pedagogical practices if they are not
accompanied by authentic evaluations and continuous improvement processes.
Assessment practices in teaching
The third dimension identified in the analysis is linked to the assessment
strategies that teachers implement in their daily teaching practice. Huayamave-
Castro et al. (2025) conducted a study on educational assessment strategies
among Ecuadorian secondary school teachers, identifying a continued
predominance of conventional strategies focused on written tests, objective
exams, and activities that prioritise memorisation over the development of
complex skills. The authors report that, although teachers theoretically recognise
the importance of implementing formative, diagnostic and summative
assessments in a balanced manner, in practice summative assessment for
grading and promotion purposes predominates.
Alternative assessment strategies are a topic that receives attention in the
analysed documentary corpus. Holmos-Flores et al. (2023) contrast alternative
assessment with conventional assessment in university contexts, arguing that
alternative strategies such as portfolios, projects, authentic assessments, self-
assessment and co-assessment offer greater potential for promoting deep
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
131
learning and developing complex skills. However, the authors also identify
obstacles to the implementation of these strategies, including teacher resistance
to change, the perception of increased workload, time constraints, and insufficient
training in innovative assessment methodologies.
Assessment in programmes aimed at socio-educational re-engagement and
labour market insertion represents a specific context analysed by González-
Barea et al. (2021). The authors study how learning assessment is configured in
programmes targeting educationally vulnerable populations, identifying that these
contexts require flexible, contextualised assessment strategies geared towards
recognising prior learning and skills developed in non-formal contexts. This
perspective broadens the understanding of the diversity of assessment strategies
needed to respond to the characteristics and needs of different student
populations.
Teacher training in educational assessment emerges as a determining factor in
the quality of the assessment strategies implemented. Although not specifically
addressed in any particular document in the corpus, this issue cuts across
multiple publications that identify the need to strengthen teachers' assessment
skills. The gap between theoretical knowledge about assessment and actual
assessment practices suggests the existence of training deficits that limit the
implementation of innovative assessment strategies aligned with contemporary
pedagogical approaches.
Systemic articulation of educational components
The fourth dimension identified in the analysis relates to the integration of various
components of the education system to achieve quality and learning improvement
objectives. Álvarez-Gómez et al. (2020) develop an analysis of the integration of
systems, programmes, plans, projects and strategies for achieving educational
quality, arguing that the fragmentation and disarticulation of these elements
constitutes one of the main obstacles to achieving sustainable improvements in
educational processes. The authors propose that educational quality requires a
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
132
systemic vision that coherently articulates the different levels and components of
the educational system.
Interdisciplinary integration projects represent powerful strategies for articulating
learning and promoting complex skills. Corominas-Ayala (2023) documents an
educational experience based on interdisciplinary integration and social outreach
projects, identifying that this type of initiative promotes meaningful learning,
develops collaborative work skills, strengthens critical thinking, and establishes
connections between academic knowledge and real social issues. The author
argues that interdisciplinary projects require assessment processes that go
beyond the evaluation of isolated disciplinary knowledge to focus on the ability to
integrate knowledge and apply it to complex situations.
The construction of educational programmes is another relevant dimension in the
integration of curricular components. Yevilao-Alarcón (2019) analyses the basis
for the construction of educational programmes over the last decade, identifying
trends towards competency-based approaches, constructivist perspectives on
learning, and the incorporation of educational technologies. The author points out
that the development of effective programmes requires a solid theoretical
foundation, analysis of contextual needs, the participation of multiple educational
actors, and continuous evaluation processes that allow for adjustments to be
made based on the results obtained.
DISCUSSION
Documentary analysis reveals a significant conceptual evolution in the
understanding of educational evaluation, moving from positivist approaches
focused on objective measurement to constructivist perspectives that emphasise
the formative and qualitative dimensions of evaluation.
This evolution, documented by Arias-Lara et al. (2019) and Sandoval-Rubilar et
al. (2022), reflects broader epistemological transformations in the field of
education that recognise the complexity of human learning and the need for more
sophisticated evaluation mechanisms to understand and promote it.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
133
However, a significant gap remains between advanced theoretical
conceptualisations of assessment and the actual assessment practices
implemented in Ecuadorian educational institutions. This tension between theory
and practice, identified particularly by Huayamave-Castro et al. (2025) and
Holmos-Flores et al. (2023), suggests that conceptual transformations do not
automatically translate into changes in pedagogical practices. Factors explaining
this gap include insufficient initial and continuing teacher training in innovative
assessment methodologies, institutional cultures that privilege summative
assessment for certification purposes, and resource and time constraints that limit
the implementation of alternative assessment strategies.
The persistence of traditional assessment approaches has direct consequences
for student learning. When assessment is reduced to the verification of
memorised knowledge through standardised tests, students develop superficial
learning strategies aimed at reproducing information rather than constructing
deep understanding. In contrast, when assessment is conceived as a formative
process that provides feedback on learning, students develop metacognitive
skills, learn from their mistakes, and construct more meaningful and lasting
learning.
The transition to learning-centred assessment models requires systemic
transformations that transcend the individual level of isolated teachers.
Educational institutions must implement institutional policies that promote
formative assessment cultures, provide robust ongoing training in innovative
assessment methodologies, establish working conditions that allow teachers to
implement more complex assessment strategies, and develop institutional
support systems for improving assessment practices.
Curricular coherence as the foundation of quality learning
The results of the analysis reveal that the internal coherence of curricula is a
determining factor in the quality of student learning experiences. The
characterisation of curricula as the missing link between universities and society,
proposed by De-La-Cruz-Rioja et al. (2022), is particularly revealing of the
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
134
tensions that permeate curriculum planning in higher education. This metaphor
suggests that curricula often fail to effectively articulate institutional aspirations,
social demands, labour market needs and the characteristics of actual students.
Curricular coherence operates in multiple dimensions that must be systematically
evaluated. Horizontal coherence refers to the articulation between subjects or
modules that are taken simultaneously in the same academic period, avoiding
unnecessary redundancies and promoting interdisciplinary connections. Vertical
coherence implies the logical sequencing of content and competencies
throughout the educational trajectory, ensuring that each level builds on previous
learning. Coherence between graduate profiles, learning outcomes, curriculum
content, teaching methodologies, and assessment strategies ensures the
constructive alignment of the educational plan.
The curriculum inconsistencies identified by Velázquez-Torres et al. (2024) from
the student perspective show that students perceive disconnects that curriculum
designers often fail to recognise. This student perception represents valuable
information for curriculum evaluation processes, suggesting the need to
incorporate the voice of students in the mechanisms for assessing and improving
educational plans. Curriculum evaluation that ignores student experiences and
perceptions runs the risk of perpetuating curriculum designs that, although
coherent on paper, generate fragmented and disjointed experiences in practice.
The relationship between curricular coherence and student learning is best
understood from constructivist perspectives on learning that emphasise the
importance of integrating knowledge and establishing meaningful connections
between different areas of knowledge. Fragmented curricula that present isolated
subjects without explicit connections make it difficult for students to construct
integrated understandings and develop the ability to transfer learning to new
contexts. In contrast, coherent educational plans that explicitly promote
interdisciplinary connections facilitate deeper and more transferable learning.
The evaluation of curricular coherence requires specific methodologies that
examine both formal coherence—evidenced in curricular documents—and
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
135
experienced coherence—experienced by students and teachers in the actual
implementation of the educational plan. These methodologies should include
documentary analyses of subject programmes, curriculum maps, and learning
outcome matrices, complemented by empirical studies that explore the
experiences of students and teachers through surveys, interviews, and focus
groups.
Assessment strategies and their impact on learning
The third dimension of analysis relates to the assessment strategies implemented
by teachers and their impact on student learning. The results show that, although
there is theoretical recognition of the importance of diversifying assessment
strategies, traditional approaches centred on written exams and objective tests
continue to predominate. This situation, documented particularly in the
Ecuadorian context by Huayamave-Castro et al. (2025), replicates patterns
identified in multiple Latin American contexts, suggesting the existence of
structural factors that hinder the transformation of assessment practices.
The contrast between alternative and traditional assessment, analysed by
Holmos-Flores et al. (2023), reveals tensions between different conceptions of
the purpose of assessment. Traditional strategies operate from a logic of
verification and certification, assuming that learning is fundamentally the
reproduction of knowledge that can be measured objectively. Alternative
strategies, in contrast, operate from a formative logic that conceives of learning
as a complex process that requires continuous feedback, opportunities for
improvement, and gradual development of competencies.
The implementation of alternative assessment strategies faces multiple obstacles
that must be addressed systemically. Teacher resistance to change, identified in
several documents analysed, often reflects not so much ideological opposition as
insecurity about how to implement strategies with which they are unfamiliar. The
perception of a greater workload associated with alternative strategies is real
when these are implemented without adjustments to teachers' working
conditions. Time and material resource constraints represent objective
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Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
136
restrictions that condition the possibilities for implementing more complex
strategies.
The differential impact of different assessment strategies on student learning is
an area that requires further empirical research in Ecuadorian contexts. Although
there is international evidence on the effectiveness of formative strategies,
portfolios, authentic assessments, and participatory methodologies, it is
necessary to develop studies that examine how these strategies operate in
specific educational contexts, considering variables such as student
characteristics, available institutional resources, and local educational cultures.
Assessment in contexts of socio-educational re-engagement and labour market
insertion, analysed by González-Barea et al. (2021), poses specific challenges
that broaden our understanding of the diversity of assessment strategies
required. Programmes targeting educationally vulnerable populations need to
recognise learning developed in non-formal contexts, validate prior experiences,
and adapt assessment strategies to the specific characteristics and needs of
these students. This perspective challenges homogenising approaches to
assessment that assume linear educational trajectories and homogeneous
student populations.
Systemic integration as a pathway to educational improvement
The fourth dimension of analysis relates to the integration of different components
and levels of the education system to achieve sustainable improvements in
student learning. The proposal by Álvarez-Gómez et al. (2020) on the need to
integrate systems, programmes, plans, projects, and strategies to achieve
educational quality is fundamental to understanding the limitations of fragmented
approaches that intervene in isolated components without considering their
interrelationships.
The experience of interdisciplinary integration projects documented by
Corominas-Ayala (2023) demonstrates the potential of strategies that articulate
knowledge from different disciplinary areas and establish connections with real
social issues. These types of projects represent a practical implementation of
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
137
curricular integration, demonstrating that it is possible to overcome disciplinary
fragmentation when there are intentional pedagogical designs and institutional
support mechanisms.
The construction of educational programmes, analysed by Yevilao-Alarcón
(2019), reveals trends towards more integrated approaches that consider multiple
dimensions of the educational process. However, the challenge of coherently
articulating theoretical foundations, curriculum design, methodological strategies
and evaluation processes persists. These components are often developed in a
disjointed manner, resulting in programmes that lack internal coherence and fail
to translate into tangible improvements in student learning.
CONCLUSION
The analysis developed in this study leads to the conclusion that the evaluation
of educational plans is a determining factor in improving student learning,
operating as a feedback mechanism that informs the design, implementation, and
adjustment of educational processes. This conclusion is based on the
identification of multiple dimensions in which curriculum evaluation impacts
learning: the internal coherence of curricula, the relevance of content and
competencies, the alignment between objectives, methodologies and evaluation,
and the articulation between different levels and components of the education
system.
The conceptual evolution of educational evaluation from traditional
measurement-centred approaches to learning-centred formative perspectives
represents a significant theoretical advance. However, a considerable gap
remains between these advanced conceptualisations and the predominant
evaluation practices in Ecuadorian educational institutions. Reducing this gap
requires systemic interventions that simultaneously address teacher training,
institutional policies, organisational cultures, and the resources available for
assessment.
Curricular coherence emerges as a necessary condition for facilitating integrated,
meaningful, and transferable learning. Fragmented curricula, with isolated
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 122-140, 2025
Evaluación de planes educativos: impacto en la mejora del aprendizaje estudiantil
Evaluation of educational plans: impact on improving student learning
Víctor Lautaro Sinche-Pauta
Wendy Patricia Castillo-Ordoñez
Jacqueline Concepción Cisneros-Bedón
Jenny Maribell Chuqui-Tituaña
138
subjects and disjointed content, make it difficult for students to build deep
understanding and develop the ability to apply knowledge to diverse contexts.
Systematic evaluation of curricular coherence, considering both formal
dimensions and the experiences of students and teachers, is essential for
identifying inconsistencies and promoting more integrated curriculum designs.
The assessment strategies implemented by teachers have a direct impact on
student learning. The predominance of traditional strategies centred on written
exams and objective tests promotes superficial learning focused on memorisation
and reproduction of information. Diversification towards alternative strategies
such as portfolios, projects, authentic assessments and participatory
methodologies offers the potential to promote deeper learning and develop
complex skills. However, the effective implementation of these strategies requires
overcoming multiple obstacles related to teacher training, working conditions,
available resources and institutional cultures.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the
research.
ACKNOWLEDGEMENTS
To the teachers who work towards meaningful learning.
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Evaluation of educational plans: impact on improving student learning
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Jenny Maribell Chuqui-Tituaña
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Evaluation of educational plans: impact on improving student learning
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