<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362023000100212</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362022003003802</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Is Assurance of Learning going as it should? A text mining-based review of literature]]></article-title>
<article-title xml:lang="pt"><![CDATA[A Garantia de Aprendizagem está indo como deveria? Uma revisão de literatura baseada em mineração de texto]]></article-title>
<article-title xml:lang="es"><![CDATA[¿La Garantía de Aprendizaje funciona como debería? Una revisión de la literatura basada en la exploración de textos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiappe]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wills]]></surname>
<given-names><![CDATA[Alejandro Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rachid]]></surname>
<given-names><![CDATA[Rolando Andrés Roncancio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>118</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Guaranteeing quality in Higher Education in today&#8217;s globalized and uncertain context strains universities worldwide. Assurance of Learning (AoL) and Curricular Alignment (CA) are some of intimately related key concepts embedded in this situation. Albeit being pervasive in today&#8217;s complex Higher Education ecosystem, AoL is not understood the same way everywhere. In order to explore its related meanings a scholarly literature analysis was carried out using text-mining techniques on 576,180 terms of 167 peer reviewed articles. Results reveals that research on AoL/CA is focusing on accreditation-oriented operationalization of assessment rather than synergically synchronizing the Intended Learning Outcomes (ILOs) with teaching and assessment as it should be. Evidence shows that AACSB accreditation guidelines have the heaviest impact on AoL/CA research which entails that a single point of view is globally driving what should otherwise be a dialogue in a diverse international academic ecosystem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Garantir a qualidade do Ensino Superior no contexto, globalizado e incerto de hoje, gera tensão nas universidades de todo o mundo. Garantia de Aprendizagem (AoL) e Alinhamento Curricular (CA) são alguns dos conceitos-chave intimamente relacionados e incorporados nessa situação. Apesar de ser onipresente no complexo ecossistema de ensino superior de hoje, a AoL não é entendida da mesma maneira em todos os lugares. Para explorar seus significados relacionados, uma análise da literatura acadêmica foi realizada usando técnicas de mineração de texto computacional em 576.180 termos de 167 artigos revisados por pares. Os resultados revelam que a pesquisa da AoL/CA está focada, principalmente, na operacionalização da avaliação orientada para a acreditação, em vez de sincronizar, sinérgicamente, os Resultados de Aprendizagem Esperados (RPA) com o ensino e a avaliação, como deveria ser. As evidências mostram que as diretrizes de acreditação da AACSB têm o maior impacto na pesquisa da AoL/CA, o que implica que um único ponto de vista está impulsionando globalmente o que deveria ser um diálogo em um ecossistema acadêmico internacional diversificado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Garantizar la calidad en la educación superior en el contexto globalizado e incierto de hoy genera tensión en las universidades de todo el mundo. La Garantía de Aprendizaje (AoL) y la Alineación Curricular (CA) son algunos de los conceptos clave íntimamente relacionados e incrustados en esta situación. A pesar de ser omnipresente en el complejo ecosistema de la educación superior actual, AoL no se entiende de la misma manera en todas partes. Con el fin de explorar sus significados relacionados, se llevó a cabo un análisis de la literatura académica utilizando técnicas de exploración de texto en 576.180 términos de 167 artículos revisados por pares. Los resultados revelan que la investigación sobre AoL/CA se centra principalmente en la operacionalización de la evaluación orientada a la acreditación en lugar de sincronizar sinérgicamente los Resultados Previstos de Aprendizaje (ILOs) con la enseñanza y la evaluación, como debería ser. La evidencia muestra que las pautas de acreditación de AACSB tienen el mayor impacto en la investigación de AoL/CA, lo que implica que un solo punto de vista está impulsando globalmente lo que de otro modo debería ser un diálogo en un ecosistema académico internacional diverso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Assurance of Learning]]></kwd>
<kwd lng="en"><![CDATA[Curricular alignment]]></kwd>
<kwd lng="en"><![CDATA[Text Mining Analysis]]></kwd>
<kwd lng="en"><![CDATA[Higher Education Quality]]></kwd>
<kwd lng="en"><![CDATA[AACSB]]></kwd>
<kwd lng="pt"><![CDATA[Garantia de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Alinhamento Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Mineração de Texto]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade do Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[AACSB]]></kwd>
<kwd lng="es"><![CDATA[Aseguramiento del Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Alineación Curricular]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Exploración de Textos]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[AACSB]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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