Evaluation in Education and Training

Code:

E414

Acronym:

AEF

Keywords
Classification	Keyword
OFICIAL	Adult Education

Instance: 2016/2017 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	61	Official Curricular Structure	2	-	6	57	162

Teaching language

Suitable for English-speaking students

Objectives

• To understand key concepts of evaluation


• To explore the  multiple functions and purposes of evaluation


• To gain awareness on diverse modalities and perspectives about evaluation


• To analyze the pertinence of different evaluation models in relation to the object being evaluated


• To discuss the implications and consequences of mobilizing evaluation processes of a diverse nature


• To acquire evaluation skills

Learning outcomes and competences

• To operate the identification and confrontation of the complexity inherent to the fundamental concepts of evaluation


• To produce texts that express a critical reflection regarding concepts and perspectives on evaluation


• To mobilize relevant and scientifically grounded arguments for evaluation in situations of debate


• To apply strategies of self-evaluation, improvement and development


• To proceed to the evaluation of specific situations, establishing criteria and processes

Working method

Presencial

Program

1. What is meant by evaluation
   
   2.The problem of evaluation: Understanding the contexts
   
   3. Evaluation: Purposes and functions
   
   4.Modalities and perspectives about evaluation:
   
        Internal, external, self-assessment
   
   5.Evolution of evaluation models:
        Internal and external factors
        The 4 generations of the evaluation
   
   6. Implications and consequences of evaluations

Mandatory literature

Ardoino, Jacques, & Berger, Guy; L’évaluation comme interprétation. Pour, 107, Junho, Julho, Agosto, pp. 120-127. [Tradução: Manuela Terrasêca], 1986
Carvalho, Cindy & Portugal, Maria Gabriela; O papel da avaliação na melhoria das práticas: Contributos para um projeto de investigação na área da educação de infância, Educação, Sociedade e Culturas 47, 95-104, 2016
Correia, José Alberto, Fidalgo, Fernando & Rocha Fidalgo, Nora; A avaliação como trabalho e o trabalho de avaliação, Educação, Sociedade e Culturas, 33, 37-50., 2011
Justino, David & Almeida, Sílvia de; Inspecionar e avaliar: Origens da regulação coerciva da educação em Portugal, Educação, Sociedade e Culturas 47, 31-52, 2016
Figari, Gérard (1996); Avaliar: que referencial? (pp. 47-52), Porto. Porto Editora, 1996
Vial, Michel ; Organizar a participação dos formandos na avaliação da sua formação – duas entradas possíveis: as tarefas e os critérios do projecto de formação. In Avaliação com sentido(s): Contributos e questionamentos (pp. 169-182), Autor, 2008
Veloso, Luísa, Abrantes, Pedro e Craveiro, Daniela ; A avaliação externa de escolas como processo social. Educação, Sociedade e Culturas, 33, 69-88, 2011
Sousa, Anabela & Terrasêca, Maria Manuela ; Processos de autoavaliação de escolas ou avaliação interna do sistema? Arquivos Analíticos de Políticas Educativas, 23(115). http://dx.doi.org/10.14507/epaa.v23.2085, 2015
Valverde, Camilo José Lopes ; Aproximação histórica à problemática da avaliação de programas. In A avaliação de programas de formação profissional contínua. Ensaio para a compreensão das concepções orientadoras: Reflexões a partir de um estudo de caso (17-28), Autor, 1998

Complementary Bibliography

Berger, Guy & Terrasêca, Manuela ; Políticas e práticas de avaliação: algumas reflexões, Educação, Sociedade e Culturas, 33, 7-16., 2011
Saura, Geo; O neoliberalismo como discurso. La evaluación entre tecnologías políticas neoliberales y la nueva filantropía, Educação, Sociedade e Culturas 47, 11-30, 2016
Barbier, Jean-Marie ; O processo de avaliação. In A avaliação em formação (pp.59-78), Edições Afrontamento, 1990
MacBeath, J.; Self-evaluation, review, audit, self-assessment and self-inspection. In School inspection and self-evaluation. (pp. 56-59; 62-69), Nova Iorque: Routledge., 2006
Bonniol, Jean-Jacques & Vial, Michel; A avaliação, sistema de regulações. In Os modelos de avaliação. Textos Fundamentais (pp. 299-323), Porto Alegre: Artmed , 2001

Teaching methods and learning activities

Contact Activities

Individual and group work

Analysis of texts

Elaboration of reading sheet

Evaluation project conception

Research and Reporting

Exhibition

Debate

Follow-up

Tutorial guidance

Assessment of learning


Autonomous work

Research on educational / training topics

Bibliographic research

Reading and analysis of texts

Elaboration of works

Organization of presentations of works

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Trabalho escrito	40,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Calculation formula of final grade

Oral participation

20 pts = 10 participation, day to day + 10 oral presentation of work

Criteria for the attribution of punctuation: relevance of the intervention (2); Quality of reflection (4); Originality of the questioning (4).

The written work is individual and in group

 80 pts (including hetero and self-evaluation)

= 20 reading sheet (G) + 40 evaluation project (G) + 20 learning reflection (I)

Generic criteria for score assignment:

Formal Rigor - Presentation / organization (title, identification, index, bibliography; ...); Correction in the identification of bibliographical references and citations; Linguistic correction; ...

Internal coherence of the work structure - Clarity in the presentation of the intention of the work, as well as the way in which it develops in function of this intention.

Originality of the approach / reflection
Articulation of theoretical contributions; Construction of a particular view on the subject

Correction and relevance of the theoretical contributions mobilized - Scientific rigor in the mobilization of theoretical contributions, and their adequacy as arguments for the position defended.