Educational Evaluation, Institutional Evaluation, Teacher Performance Evaluation

1.    Broaden the conceptual field of Educational Assessment

·       Define the various dimensions of educational evaluation

·       Characterise the main educational assessment models

2.     Discuss institutional evaluation parameters

·       Discuss the external evaluation of schools, its assumptions and practices

·       Define a set of key indicators for carrying out this evaluation

3.      Analyse and discuss theoretical and practical issues in the evaluation of educational programs and projects

·       Analyse practical cases of program and project evaluation.

4.     Analyse the evaluation of teaching performance and its relationship with professional development

·       Analyse teaching performance evaluation practices

·       Discuss the role of pedagogical supervision in improving teaching performance

·       Discuss ethical issues related to the evaluation of teaching performance

·       Relate teaching performance and pedagogical evaluation.

Dimensions of educational evaluation

Institutional evaluation

Evaluation of educational programs/projects

Evaluation of teaching performance and professional development

Bauer, A.  e  Sousa, S. Z. (2015). Indicadores para avaliação de programas educacionais: desafios metodológicos. Ensaio: aval. pol. públ. educ. [online]. 2015, vol.23, n.86, pp.259-284. ISSN 0104-4036.  https://doi.org/10.1590/S0104-40362015000100010.

Ryan, K., & Cousins, B. (2009). The SAGE International Handbook of Educational Evaluation (1st ed.). SAGE Publications. Retrieved from https://www.perlego.com/book/1005612/the-sage-international-handbook-of-educational-evaluation-pdf

Fernandes, D. (2008). Avaliação do desempenho docente: Desafios, problemas e oportunidades. Cacém: Texto Editores. https://repositorio.ul.pt/handle/10451/5508

Fernandes, D. (2011) Avaliação de programas e projetos educacionais: Das questões teóricas às questões das práticas. In Domingos Fernandes (ed.) Avaliação em educação: Olhares sobre uma prática social incontornável, Editora Melo, Pinhais, Paraná, Brasil. https://encurtador.com.br/fsuCQ

Fernandes, D. (2020). Avaliação pedagógica, currículo e pedagogia: contributos para uma discussão necessária. Revista de Estudos Curriculares, n. 11, vol. 2, p. 72-84, 2020. https://www.nonio.uminho.pt/rec/index.php?journal=rec&page=article&op=view&path%5B%5D=107

Nóvoa, A. (2017). “Firmar a posição como professor, Afirmar a profis[1]são docente”, Cadernos de Pesquisa, vol. 47 (116), pp. 1106-1133.

Nóvoa, A. (2022) Entre a formação e a profissão: Ensaio sobre o modo como nos tornamos professores. In Nóvoa. A.; Alvim, Y.(Org.) Escolas e Professores Proteger, Transformar, Valorizar. Salvador: SEC/IAC.

Stake, R. (2003). Responsive Evaluation. In T. Kellaghan, & D. L. Stufflebeam (Eds.), International Handbook of Educational Evaluation (pp. 63-68) DOI: 10.1007/978-94-010-0309-4_5

Stake, R. E. (2011). Program evaluation particularly responsive evaluation. Journal of Multidisciplineary Evaluation, 7(15)

 Tucker,P.; Stronge, J.(2005). A avaliação dos professores e os resultados dos alunos. Porto: Asa.

E-Learning (online).

The curricular unit is designed based on learning sequences that include a phase of autonomous work by students carrying out individual or collaborative activities (pairs or groups) aimed at developing the competences with each of the topics. These activities are anchored in the students' professional context and are supported by a variety of theoretical resources provided within the CU. They may involve analysing cases, designing an assessment plan adapted to a given context, and comparative analysis of assessment models, among others.

When necessary, team forums are set up to facilitate the articulation of work within each group, which is free to resort to other forms of communication, namely synchronous.

 All thematic topics are associated with moments of debate in a general forum involving the whole class, aimed at deepening concepts and broadening perspectives supported by collective reflection. 

The assessment design is continuous and formative and includes the following elements:

- Carrying out the proposed activities

- Participation in forum debates

- Presentation of an individual portfolio on the path taken by each student and their self-reflection on that path.

In addition to the assessment for which the lecturer is responsible, student self-assessment is also included throughout the course, based on a proposal discussed in class.