Methodologies of Projects' Evaluation

Code:

MED301

Acronym:

MAP

Keywords
Classification	Keyword
CNAEF	Social Studies/Public Policies / Educational Sciences

Instance: 2012/2013 - A

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	23	Official Curricular Structure	2	-	4	-

Teaching language

Portuguese

Objectives

PRESENTATION Inserted under the Master of Science in Education, the course, Project Assessment Methodology, aims to provide a space for training and learning in which / the students to build skills that enable them to meet and confront personal representations on evaluation, knowledge and understanding of scientific criteria of evaluation, reflecting on the principles underlying the concept of evaluation; discuss specifics of various evaluation models; think about features, functions and effects of various types of evaluation, based on the principles underlying them and analyze roles incumbent upon evaluators and evaluated in various models of evaluation. The aim is thus to promote the acquisition by the students, the following powers: Discuss and take position in relation to scientific criteria of evaluation. Detailed discussions of different valuation models To analyze the characteristics, functions and effects of various types of evaluation, based on the principles underlying them. Analyze roles of evaluators and evaluated in various models of evaluation Analyze / evaluate various ways to apply in respect of projects.

Learning outcomes and competences

It is intended that this course will help students to deepen theoretical knowledge about methodologies of evaluating projects and develop skills of analysis and evaluation of projects of socio-educational intervention.

Working method

Presencial

Program

The centrality that the existence of projects has gained in recent decades in all fields of social life and thus also in the educational field, justifies further discussion about the consequences that this presence stems in the field education. In turn, the evaluation can contribute in an important way to boost reflection, and encourage improvements in change processes. However, that evaluation will lead to such contributions, that is, so you can promote the development and improvement projects and other educational processes, it is important to develop a dynamic of involvement and participation of the subjects in during the production of projects such as processes of (dis) engagement. Will therefore be addressed, the following syllabus: -Concepts of evaluation -We talked about when we talk about the project? -General principles for evaluation of projects -Planning stages of a project and its evaluation criteria -Logic models and evaluation Internal assessment, external assessment: concepts, procedures and instruments -The self-assessment of schools: concepts, procedures and instruments -Participatory evaluation: functions and characteristics -The Community Assessment Project: reflections from a sample -The evaluation of projects in the context of social inclusion: Reflections from a practical -Evaluation, control and management: concepts and logical

Mandatory literature

Bonniol Jean-Jacques; Modelos de avaliação. ISBN: ISBN 85-7307-768-9
CORTESÃO, Luiza, LEITE, Carlinda e PACHECO, José Augusto ; “Antes de falarmos em projecto é preciso sabermos do que estamos a falar”, in trabalhar por projectos em educação, Porto Editora, (2002)
FREITAS, Cândido Varela ; "Princípios gerais para a avaliação projectos”, in Gestão e Avaliação de Projectos nas escolas.pp 8-25., Insituto de Inovação Educacional, (1997)
CAPUCHA, Luis Manuel Antunes , ; «Etapas do planeamento (de um projecto) e respectivos critérios de avaliação », in Planeamento e Avaliação de Projectos. Guia prático, 2008), pp. 17-27.
RODRIGUES, Pedro ; “As três lógicas da avaliação de dispositivos educativos “, in Para uma Fundamentação da avaliação em Educação., Lisboa: Colibri, (1994). pp. 93-109.
TERRASECA, Manuela ; “Avaliação externa – do controlo do sistema à avaliação institucional”, in Avaliação de sistemas de formação. Contributos para a compreensão da avaliação enquanto processo de construção de sentido, Porto: FPCE UP, dissertação de doutoramento, (2001), pp114-130.
TERRASÊCA, Manuela; CARAMELO, João; Contributos de um modelo de avaliação: “Avaliação Institucional” para a melhoria das práticas de formação». Comunicação apresentada na Conferência Internacional Educação, Globalização e Cidadania: Novas Perspectivas, (2008)
LEITE, C., RODRIGUES, L: e FERNANDES, P ; “A auto-avaliação das escolas e a melhoria da qualidade da educação – um olhar reflexivo a partir de uma situação” , Estudos Curriculares, ano 4, nº 1,Braga: Universidade do Minho , (2006). pp.21-45.
ALMEIDA, Carlos; BOTERF Guy e NÓVOA, António; “A avaliação participativa no decurso de projectos. Reflexões a partir de uma experiência no terreno (programa Jade)”. , Lisboa: Fim de Século Edições Lda,, (1996). pp 115- 137.
Ardoino, Jacques e Berger, Guy ; L’evaluation comme iterpretation, , Pour, nº 7, Junho, Julho e Agosto, (1986).pp120-127
FERRÃO, João ; A avaliação comunitária de programas regionais. Aspectos de uma experiência recente ». In Sociologia, Problemas e Práticas- metodologias de avaliação nº 22. , , Lisboa : ISCTE, (2000) pp. 29-41.
MONTEIRO, Alcides ; A avaliação em projectos de intervenção social: reflexões a partir de uma prática”, in Sociologia, problemas e práticas, metodologias de avaliação nº 22,, Lisboa: ISCTE, (2000) pp. 137-154.
TERRASECA, Manuela ; “Tensão controlo/avaliação”, in Avaliação de sistemas de formação. Contributos para a compreensão da avaliação enquanto processo de construção de sentido, , Porto: FPCE UP, dissertação de doutoramento, (2001) pp195-210.
LEITE, GOMES E FERNANDES; « Acompanhamento avaliativo de Projectos », IN Leite, Gomes e Fernandes (2001). Projectos Curriculares de Escola e de Turma. Conceber, Gerir e Avaliar. , Porto : Edições Asa. , (2001). pp51-54.

Teaching methods and learning activities

Presentation and discussion of texts Analysis of projects work in small groups followed by large group discussion. Research, consultations and literature reviews self-study

keywords

Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
	Participação presencial		50,00
	Trabalho escrito		50,00
	Total:	-	100,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
	Estudo autónomo	15
	Total:	15,00

Eligibility for exams

1-The evaluation with final exam 2. Obtaining frequency requires that the student is not absent in more than 25% of the classes provided. 3. The classification of this chair is supported by: a) Presentation of the class text and a discussion of the same Preparation, in group two, a report on the evaluation of a project, reasoned - Any of the above elements will be rated on a scale of 0 to 20.

Calculation formula of final grade

-Presentation in groups, the class of a text / project evaluation with dynamic debate (50%)

- Written work, grounds, on the stage design (meta-evaluation) (50%)

Examinations or Special Assignments

Obtaining a grade of less than 8 points in any one element of assessment as a mechanism to involve itself in continuous evaluation feature, the performance of a written test, without consultation, on the content related to this element of evaluation, rated on a scale of 0 to 20.

Special assessment (TE, DA, ...)

1.The students who are legally excused from attendance at school may be asked to perform a test or special work, to show that possess the knowledge and skills required and the pre-defined plug of discipline. " 2. Performing this test will occur during the season due to frequency and examinations at the end of the semester and take the form of written evidence without consultation, and students who need to make will have to proceed to their pre-enrollment on academic services (cf. paragraph 8 of Art. 9 of the Rules of Evaluation).

Classification improvement

In order to improve their grades, students have the opportunity to conduct a written test, without consultation which will focus on all the contents of the chair.