The number of works in kinesiology that report on experiences with the articulation of methodologies and assessment instruments as guarantors of coherence is scarce.A large portion of the curricular redesigns are based on the optimization of learning in the context of more relevant methodological proposals for achieving competencies.The objective of the study was to determine if a curriculum redesign process allows the constructive alignment of methodologies with evaluation instruments.A survey was used to conduct a quantitative descriptive cross-sectional study for this purpose.In response to the proforma, 19 coordinators of redesigned modules took part.6.57% of interactions between taxonomic levels did not show articulation, while 44.7% were in at least one level, whether it was methodology or evaluation; however, 48.68% were able to demonstrate coherence between method and evaluation.It was also discovered that the Evaluative Milestone has the most interactions between demonstrating and doing at the taxonomic level.As a result, the curricular redesign enables the didactics to be articulated in a percentage that necessitates additional research to validate their contributions.