Assessment of Development in Educational Contexts

Code:

P745

Acronym:

ADCE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2020/2021 - 1S

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_adm.ficha_uc_edit?pv_ocorrencia_id=333059
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	16	Official Curricular Structure	4	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

1- To relate dominant orientations and practices in the assessment of children and their developmental contexts with the main theoretical frameworks of child development.

2- To value assessment practices as crucial tools for promoting habilitation and inclusion of children with disabilities.

 

3- To acquire skills for participating in transdisciplinary assessment teams.

 

4- To develop capacities for using problem solving strategies related with the use of best practices in child developmental assessments.

Learning outcomes and competences

1-    Students shall be able to identify main conceptual frameworks underlying child developmental assessment practices

2-    Students shall be able to plan developmental assessments focused on the identification of barriers and facilitators related with the participation and inclusion of children with disabilities.

3-    Students shall be able to relate developmental assessment information with intervention goals.

4- Students shall be able to use transdisciplinary participation capabilities to work within child developmental assessment teams.

Working method

Presencial

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

Non applicable

Program

1- Conceptual frameworks in child developmental assessment: Trait and contextual perspectives; the person-environment fit model. Mapping developmental structures and organizations: Within personal, interpersonal, and ecological dimensions of developmental assessment.

2- Prevention, risk, and resilience. The assessment-intervention process in the prevention of developmental risk: Universal, selected, and indicated prevention. Resilience, participation, and inclusion.

3- The complexity of human development and the transdisciplinary approach to child assessment.

     a- Assessment/intervention practices in the context of
         multidisciplinary, interdisciplinary, and transdisciplinary
         teams
     b- The Arena model.

4- The transdisciplinary play-based assessment and intervention model: Cognitive development, motor development, communication and language development, and emotional development.

Mandatory literature

Mary McLean, Mark Wolery, & Donald B. Bayley Jr; Assessing Infants and Preschoolers with Special Needs, Merrill Prentice Hall, 2004. ISBN: 0-13-098662-3
Linder Toni 340; Transdisciplinary play-based assessment. ISBN: 978-1-55766-871-4
Bagnato Stephen J.; LINKing authentic assessment and early childhood intervention. ISBN: 978-1-59857-047-2
Bagnato Stephen J.; Authentic assessment. ISBN: 978-1-59385-474-4

Teaching methods and learning activities

The contact hours for this Curricular Unit are typified as theoretical and practical. Thus, classes include content-knowledge presentations followed by another component in which students engage in tasks that call for the application of the concepts that are presented. These tasks may involve problem solving exercises with analyses and discussions of situations, cases and experiences presented under the form of vignettes or videos. Discussions engage the whole class and are structured so as to simulate the functioning principles of transdisciplinary assessment teams.

During the semester and beyond class activities, students shall prepare an individual portfolio that includes  textual productions (up to 6 pages each) defined under the Curricular Unit scopes. These productions require the retrieval and selection of documents in the databases of the FPCEUP. The portfolio elaboration is monitored by tutorial type activities.

 

 

keywords

Social sciences > Psychological sciences > Psychology > Developmental psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	5,00
Trabalho escrito	95,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	56,00
Estudo autónomo	52,00
Frequência das aulas	54,00
Total:	162,00

Eligibility for exams

Students shall attend at least 75% of the lectured classes

Calculation formula of final grade

Students’ evaluation is based on the evaluation of the  portefolio tasks. Each portefolio task is evaluated  according to a 0 to 20 points rating scale, and the points assigned to the 6 overall tasks (95% of the final classification) are the average of the assigned points to each task.  

The final classification corresponds to the mean of the portefolio tasks (95%) and the remaining 5% to the quality of the students' participation in class.

 

Examinations or Special Assignments

Non applicable

Internship work/project

Non applicable

Special assessment (TE, DA, ...)

According to prescriptions defined by the Pedagogical Council.

Classification improvement

Students have to present a new version of  the portfolio during the same school year of the curricular unit frequency.

Observations

Non applicable