Assessment of Development in Educational Contexts

Code:

P745

Acronym:

ADCE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2015/2016 - 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	21	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

Teaching methods and learning activities

Teaching methodologies are based on the discussion of practical situations during which knowledge contents are presented using problem solving strategies. These activities involve developmental assessment exercises performed upon video records or written vignettes. Discussions engage the whole class and are structured so as to simulate the functioning principles of transdisciplinary assessment teams.

Students shall produce a written assessment report of a case video-presented during the classes. Students shall also produce a written paper on a relevant topic of the syllabus.

 

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	25,00
Trabalho laboratorial	70,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	31,00
Estudo autónomo	47,00
Frequência das aulas	54,00
Trabalho laboratorial	30,00
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 appreciation of the written assessment report of the video-presented case during the lectures (14 points corresponding to 70% of the total classification) and of the written paper as well (5 points corresponding to 25% of the total classification). It is also acknowledged students’ participation and engagement in class activities (1 point corresponding to 5% of the total classification).

 

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 written assessment report and of the theoretical written paper.

Observations

Non applicable