2015-05-052014-12-151657-4206http://hdl.handle.net/10784/5286This article studies implications of the recent redesign of the "Economic Analysis" module of the standardized test formerly known as ECAES, lately redsignated SaberPro -- Its main concern is with the implications to the curriculum at the Universidad EAFIT – more specifically, with the adequacy of the history of economic thought (h.e.t.) part of the curriculum as preparation for the test and for other purposes -- The sources of information for the article include conversations and correspondence with the academic and administrative leadership of the EAFIT Escuela de Economía y Finanzas and Departmento de Economía -- They also include h.e.t. course syllabi from the Universidad EAFIT and, by way of comparison, from the Universidad de los Andes, the Universidad de Antioquia, and elsewhere; documents regarding the objectives and format of the ECAES economics exam obtained from the ICFES and AFADECO websites; and data for exam results over the period 2006 to 2009 obtained from ICFESapplication/pdfengCopyright (c) 2015 Ecos de EconomíaECAESECAES (Examen de Competencias Académicas de la Educación Superior)Universidad EAFITinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccessPENSAMIENTO ECONÓMICO - COLOMBIAPENSAMIENTO ECONÓMICO - HISTORIACALIDAD DE LA EDUCACIÓNEVALUACIÓN EDUCATIVAEXÁMENES - EVALUACIÓNEconomic thoughtEconomic thought - historyEducational evaluationExaminations - evaluationAcceso abierto2015-05-05Meardon, Stephen10.17230/ecos.2014.39.8