Evaluation in Education and Training

Code:

E414

Acronym:

AEF

Keywords
Classification	Keyword
OFICIAL	Adult Education

Instance: 2019/2020 - 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	57	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 identify and examine 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

B-learning

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

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
Ardoino, Jacques, & Berger, Guy; L’évaluation comme interprétation. Pour, 107, Junho, Julho, Agosto, pp. 120-127. [Tradução: Manuela Terrasêca], 1986
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 (face-to-face & online)

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 with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	50,00
Trabalho prático ou de projeto	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de relatório/dissertação/tese	20,00
Estudo autónomo	53,00
Frequência das aulas	49,00
Trabalho de investigação	10,00
Trabalho escrito	30,00
Total:	162,00

Eligibility for exams

                                                                                           Attainment of the final mark of at least 10 points out of 20.

Elaboration of all evaluation componentes that are predicted.

Exception
Final exam, when the student does not manage to complete the componentes referred to above.

Calculation formula of final grade

The assessment is based on the writen work
There is individual and group written work

  

= 20 reading sheet (G)
+ 40 evaluation project (G)
+ 40 learning reflection (I)
+ 10 in presence and online participation

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.

Examinations or Special Assignments

n/a

Internship work/project

n/a

Special assessment (TE, DA, ...)

Students who are exempted by law from participation in classes will have to prepare two individual works:

1 - Reading sheet of one of the compulsory reading texts of the UC
2 - Construction of an evaluation project, supported theoretically in the compulsory readings of the UC (at least 3 texts)
OR
2 - Written essay about Evaluation in Education and Training, specific topic to be defined

Classification improvement

Rating improvement

Written test, without consultation, that will focus on the set of contents of the Curricular Unit.