Curricular Development and Evaluation

Code:

FEG4013

Acronym:

FEG4013

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2024/2025 - 1S

Active?	Yes
Responsible unit:	Science Education Unit
Course/CS Responsible:	Master in Physics and Chemistry Teacher Education for Middle and Secondary Schools

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
M:EBG	18	Plano de Estudos M:EBG_2015_2016	1	-	3	21	81
M:EFQ	18	Plano de Estudos M:EFQ_2015_2016.	1	-	3	21	81
M:ENSM	21	Plano de Estudos M:ENSMAT_2015_2016	1	-	3	21	81

Teaching language

Portuguese

Objectives

UC, "Curriculum Development and Evaluation", is structured around two dimensions: one, which relates to the acquisition of knowledge in this area of knowledge; another, with regard to training processes and the development of analytical skills and critical intervention against the exercise of "being a teacher". In this sense, the UC's objectives are:

Acquiring concepts, theories and paradigms that integrate the area of curriculum and assessment;

- Build critical thinking, and theoretically based on curriculum guidelines and the assessment of learning in the Portuguese Education System

- To discuss the role of education, school and teacher in the light of different theoretical perspectives

- Confront different perspectives on evaluation in relation to curriculum concepts and roles of teacher

-To Promote the development of skills to support the understanding of socioeducionais realities and the pursuit of a teaching curriculum profisisonalidade anchored in justice principles

Learning outcomes and competences

It is expected that this course will help to students to acquire knowledge and develop skills in terms of:
- Domain concepts, theories and paradigms that integrate the area of education, curriculum and assessment;

- Construction of critical thinking, and theoretically based on the curriculum, assessment and teacher papleldo the Portuguese Educational System;

-Problematization teacher's role and assessment of student learning process

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not applicable

Program

1.A education in the Portuguese Educational System (SEP) - organization and principles

  * Education conceptions in relation to the four pillars of education for the twentieth century and with the extension of compulsory schooling

2.The curriculum: concepts and perspectives


3. The curriculum for the twentieth century and challenges facing the education

4.The right of everyone to education and the challenges facing the school in contemporary societies

* The curriculum and sociocultural diversity and modes of attention to multiculturalism

5. Curriculum organization models: the curriculum organization in the logic of collection / integration

6.The role of the teacher in the construction of educational change: curriculum challenges and possibilities of action

  7.Projetos School Educational / cluster and the construction of school autonomy

  8. The evaluation of learning: concepts and perspectives

* Opting for a formative evaluation and trainer and strategies to adopt

Mandatory literature

.DELORS, Jaques e al. ; “Os quatro pilares da educação”, in Educação um tesouro a descobrir, , -Ed. ASA, Cap. 4, pp. 77-88. C, 1996
GIMENO SACRISTÁN, José . ; A educação obrigatória e o optimismo em relação ao progresso”, in A educação obrigatória: seu sentido educativo e social,, Porto Alegre: Ed. Artmed, pp. 49-55-107., 2000
Sacristán, Gimeno ; O que significa o currículo?, Valencia. universidade de Valência, 2011
. Leite, C. (2010); Desafios que se colocam à escola portuguesa, in Conferência “Que currículo para o Século XXI?”, in Assembleia da República, 22-28.
LEITE, Carlinda .; “O lugar da escola e do currículo na construção de uma educação intercultural”, in AAVV Ênfases e omissões no currículo,, S. Paulo: Papirus Editora, pp. 45-64. , 2001
Zabala, Antoni ; A organização de conteúdos”in A prática educativa. Como ensinar. , Porto Alegre: ARTMED, pp. 139-166 , 1998
Leite e Fernandes (2010).; Desafios aos professores na construção de mudanças educacionais e curriculares: que possibilidades e que constrangimentos? in Revista Educação, in Revista Educação, Vol.33 nº 3, pp.198-204
Fernandes, Domingos ; ara uma teoria da Avaliação Formativa., Revista Portuguesa da Educação, 19(2) pp. 21-50., 2006
Marinho, P.; Leite, C & Fernandes, ; A avaliação da aprendizagem: um ciclo vicioso de “testinite”,, Estudos em Avaliação educacional v. 24, n. 55. Fundação Carlos Chagas, pp. 304-334, 2013

Teaching methods and learning activities

The pandemic demands the combination of diversification of activities, including online activities. 

Dialogued exposure

Debate

Group work

Study of a theme and its presentation by students

Tutorial guidance

Assessment of learning

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	30,00
Trabalho escrito	50,00
Trabalho prático ou de projeto	20,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	22,00
Frequência das aulas	24,00
Trabalho de investigação	20,00
Trabalho escrito	15,00
Total:	81,00

Eligibility for exams

The evaluation model assumes completion of attendance in accordance with the provisions of law for the other college courses and without prejudice to Article 9 paragraph 4 of the evaluation regulamneto. Compulsory attendance is 3/4 of the number of classes actually performed and the presentation of a topic by a group of students and the delivery of a written essay.

Calculation formula of final grade

Study of a theme and its presentation to the class, with dynamic debate -  working group  - 50%.

Individual synthesis (50%). 

All the evaluation assignments should have positive evaluation to be considered in the final classification.

Examinations or Special Assignments

Not applicable

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

Students who by law are exempted from the uc of contact hours will hold a special proof of attendance character to assess the domain expertise and programmatic content of uc. To this end should contact the staff in charge at the beginning of the semester. The presentation should be, if possible, in group. The essay should be individual to deliver in an according date. For replacing the classes not attended, the alternative evaluation is to write a little summary of one text from each class (1-2 pages).

Classification improvement

The improvement of the final classification is carried out under the terms provided for by law and by revising the critical synthesis / final work / daily lesson

Observations

Not applicable