Modelo ATRIA para evaluar el logro de resultados de aprendizaje en educación superior: aplicación en Técnicas de Simulación: ATRIA model for evaluating learning outcome attainment in higher education: an application in Simulation Techniques

Ivan Menes Camejo; Gladys Lorena Aguirre Sailema; Jorge Ariel Menendez Verdecia; Katherine Maribel Gallegos Carrillo

doi:10.33936/cognosis.v11i1.8598

Authors

Ivan Menes Camejo Facultad de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo, Ecuador https://orcid.org/0000-0002-3051-4462
Gladys Lorena Aguirre Sailema Facultad de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo, Ecuador https://orcid.org/0000-0001-5096-1844
Jorge Ariel Menendez Verdecia Facultad de Informática y Electrónica, Escuela Superior Politécnica de Chimborazo, Ecuador https://orcid.org/0000-0002-5829-3817
Katherine Maribel Gallegos Carrillo Escuela Superior Politécnica de Chimborazo, Ecuador https://orcid.org/0000-0001-6882-8478

DOI:

https://doi.org/10.33936/cognosis.v11i1.8598

Abstract

This study aimed to design and apply a replicable methodological procedure for evaluating learning outcome attainment through curricular alignment, evidence traceability, score normalization, and improvement-oriented interpretation. A methodological, non-experimental, retrospective, documentary study with a quantitative-descriptive approach was conducted. The model was applied to a Simulation Techniques course in the eighth semester of a Software program, using a census of 33 students during September 2025-February 2026. The syllabus, activity-level gradebook, course-to-program outcome mapping matrix, and official assessment and recovery records were analyzed. The ATRIA model comprises five phases: alignment, traceability, rescaling, interpretation, and improvement action. For each outcome, an individual score on a 0-10 scale, group mean, standard deviation, and the proportion of students reaching the 7/10 threshold were calculated. The overall mean across the ten outcomes was 7.08/10. Outcomes RAA1, RAA2, and RAA3 reached means of 8.92, 8.92, and 8.82, with attainment rates from 93.9% to 97.0%. In contrast, RAA9 and RAA10 obtained 5.38 and 5.52, and only 24.2% attainment. Direct course approval was 63.6%; ten students took the recovery assessment, and none passed. The pattern reveals a gap between conceptual understanding and the construction of computational models. ATRIA transform dispersed academic records into traceable evidence for curricular decision-making; however, it requires diversified assessment instruments, auditing of repeated evidence, and recovery processes aligned with the outcomes that were not attained.

KEYWORDS: learning outcomes; constructive alignment; direct assessment; engineering education; computer simulation

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ATRIA model for evaluating learning outcome attainment in higher education: an application in Simulation Techniques