Evaluation Policies and Institutional and Pedagogical Management of Quality in Education

Code:

DE134

Acronym:

PAGIPQE

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2022/2023 - 1S

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	17	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

The curricular unit focuses on the analysis of evaluation policies in education as a political technology, regulating the educational system, its institutions and pedagogical practices. Develops these issues by identifying what is the scope of evaluation in education and training, the role it plays in the regulation and coordination of the educational system and institutions and the various approaches, procedures and actors involved.

- Identify the construction of the evaluation policies.
- Conceptually delimit the meanings of evaluation and quality in education.
- To know the forms of European coordination of policies and evaluation practices.
- To relate the policies and practices of evaluation of the institutional and pedagogical management of quality in education.
- To identify the rationales of evaluation in education.

Learning outcomes and competences

The curricular unit aims to develop that students build knowledge about the concepts and theories of educational assessment, as well as to promote skills of practical nature, involving relational dimensions, communication and personal and social development and, in these terms, create the conditions for the promotion of skills to configure and propose alternatives in the area of evaluation and training.

Intended learning outcomes and competences
- Identification of the construction of evaluation policies at transnational, national and institutional level.
- Identification, through the analysis of evaluation policies, of the meanings of evaluation and quality in education.
- Ability to relate the policies and practices of evaluation of institutional and pedagogical management of quality in education.

Working method

Presencial

Program

I Evaluation in Education as a Political Technology

1. Education in a global world: the context of policies and practices of evaluation of institutional and pedagogical management of quality in education

1.1 The evaluation as a political movement: globalization, internationalization and Europeanization of education

1.2 The educational systems and evaluation systems

1.3. international evaluations and their effects on systems, institutions and educational practices

II The European coordination of educational policies and the recognition of diversity at the institutional and educational level

2. The European educational area: coordination instruments, national, institutional and individual diversities 2.2.

2.2 Qualifications, transfer and recognition of degrees and skills

2.3 The construction of the policies of evaluation and quality management in education and its impacts on the system, institutions and teaching-learning processes.

2.4 The Evaluating State

2.4.1 Assessment and autonomy

2.4.2 Assessment and accountability

2.4.3 Assessment and quality

2.4.4 Assessment and Performance Standards

III Rationales for Evaluation in Education

3 Overview of the field of evaluation in education

3.1 Theoretical perspectives and the object of evaluation: education for what?

3.2 Methodological foundations of evaluation: what is the quality of education?

3.3 Functions of evaluation: conduct and management of evaluation processes of policies, programs and projects at the system and institutional level

3.4 Models and evaluation systems: self-evaluation, external evaluation, accreditation, audit

Mandatory literature

Foucault, Michel ; Governmentality, In Burchell, Graham, Gordon, Collin, & Miller, Peter (Eds.), The Foucault effect: Studies in governmentality: with two lectures by and an interview with Michel Foucault (pp. 87-104), Hemel Hempstead: Harvester Wheatsheaf., 1991
William C. Smith; The Global Testing Culture: shaping education policy, perceptions and practice, Symposium Books, 2016
Almerindo Janela Afonso; Políticas educativas e avaliação educacional. ISBN: 972-8098-27-8
Luís Miguel Carvalho; O^espelho do perito. ISBN: 978-989-8151-24-7
Charles Hadji; A avaliação desmistificada, Artmed, 2001
Veiga, A.; Magalhães, A.; Quality as politics and as policies and the importance of instruments, Coimbra University Press, 2019
Veiga, A.; Unthinking the European Higher Education Area – differentiated integration and Bologna's different configurations, Innovation: The European Journal of Social Science Research, 32:4, 495-512, DOI: 10.1080/13511610.2019.1666704, 2019
Ball, Stephen; Education Policy and Social Class. The selected works of Stephen J. Ball , Ball, Stephen, 2006

Teaching methods and learning activities

Lecture
Debate(s)
Presentation by the students of texts and assignments.
Individual work
Group work.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	30,00
Trabalho escrito	50,00
Apresentação/discussão de um trabalho científico	20,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	68,00
Frequência das aulas	49,00
Trabalho escrito	45,00
Total:	162,00

Eligibility for exams

The student obtains the frequency of the curricular unit if, having been regularly enrolled, he/she does not exceed the limit number of absences corresponding to 25% of the scheduled classes.

Calculation formula of final grade

The grade of the curricular unit will be expressed on a full scale from 0 to 20. It will take into consideration the students' involvement in the above mentioned tasks. The classification of this involvement will be calculated from a maximum weighting of 20% on a full scale from 0 to 20, in the task related to the participation in the tasks proposed in the face-to-face sessions and in the presentation/discussion of a text previously distributed 30%. The production of individual work will have to take as reference issues addressed in the curricular unit and will have a weighting of 50% on a full scale from 0 to 20. The final mark of the curricular unit will result of the average of the sum of the three components. The participation in the tasks distributed in the sessions, without the completion of the individual work and its delivery to the teacher, has no classification. In these cases, students will have to use the forms of resource evaluation of the curricular unit.

Special assessment (TE, DA, ...)

The students, in situations foreseen by the legislation and regulations in force, who do not attend the classes, will have to hand in three reading sheets (on dates to be agreed with the teacher), one based on the readings recommended for points I, II and III of the syllabus.

Classification improvement

For the purpose of improving marks, without retaking the course, or as a resource, students will have either to (re)write the work characterised above or to make their oral discussion/defence.