Evidencia del desarrollo del pensamiento de orden superior en profesores universitarios, a partir de pruebas formuladas según la taxonomía SOLO

This paper aims to show the presence of higher order thinking, in university teachers through the application of a diagnostic instrument focus on competencies and structured by using the SOLO taxonomy (Structure of Observed Learning Outcome)  and the item response theory (IRT), proposed in the Rasch model. The instrument was developed by teachers from CECAR, within the framework of a process of strengthening educational quality called “Teaching to Think”. The results demonstrate the effectiveness of the instrument to determine a direct relationship between the response ability against the item, the identification of training levels according to SOLO taxonomy and the presence of higher order thinking. However, the diagnosis was not very satisfactory,  due to only 4.3% y el 6.6% of the teachers answered the questions of the extended abstract level, about the critical reading skills and quantitative reasoning respectively.