Evaluación de los programas de investigación de un plan de estudios de licenciatura en psicología

Higher educational institutions must accredit and certify their study plans to improve their academic quality, through continuous evaluation. The Iztacala Faculty of Higher Studies implemented a new curriculum, from which three generations have already graduated, formally allowing its evaluation. The objective of this research was to evaluate the programs of courses in the Research field from the Behavioral, Cognitive-behavioral, and Interbehavioral traditions; precisely, their internal coherence, consistency between them, and their connection with the graduation profile. Using an adaptation of Bloom's taxonomy, rubrics and an instrument were designed so that 18 teachers, participating in the study, who evaluated the courses. Analysis was performed using internal coherence criteria: the complexity of the general and specific objectives, a hierarchy of the specific objectives, the relationship between objectives and content, feasibility and updating of the bibliography; and for consistency, were overlaps or repetitions of objectives and contents between the subjects, thematic gaps and the connection between the graduation profile and the objectives of the set of academic courses. In the results it can be noted that the five courses evaluated require modifications in some aspect of internal coherence. Regarding consistency, some overlapping objectives and thematic contents were identified, as well as thematic gaps. A proposal to modify the academic programs is discussed according to the results found for an eventual discussion and approval by the professors in the field of research. Las instituciones de educación superior deben acreditar y certificar sus planes de estudio para mejorar su calidad académica, a través de la evaluación continua. La Facultad de Estudios Superiores Iztacala implementó un nuevo plan de estudios, del cual ya han egresado tres generaciones, permitiendo formalmente su evaluación. El objetivo de esta investigación fue evaluar los programas de las asignaturas del ámbito de Investigación desde las tradiciones Conductual, Cognitivo-conductual e Interconductual; precisamente, su coherencia interna, la consistencia entre ellos y su conexión con el perfil de egreso. Utilizando una adaptación de la taxonomía de Bloom se diseñaron rúbricas y un instrumento para que 18 docentes, participantes en el estudio, evaluaran los cursos. El análisis se realizó utilizando como criterios para la coherencia interna: la complejidad de los objetivos generale