Class Curricular Planning and Assessment

The course unit Curricular Planning and Assessment is part of the Master's in Teaching Informatics (1st semester) and aims to give future teachers an in-depth understanding of curriculum development paradigms and models and their relationship with Informatics teaching, linked to critical reflection on pedagogical assessment. It focuses on the main theoretical frameworks of curriculum and assessment in Portugal, namely the Profile of Students Leaving Compulsory Schooling, Essential Learning, digital competences, building an inclusive school, and assessment modalities in digital environments, and on teachers' professional learning. Taught in the 1st semester, the course plays a structuring role, providing students with the conceptual and methodological bases for curriculum planning and for pedagogical and assessment decision-making throughout the study cycle.

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CP1 - Curriculum Development: paradigms and theories in education and curriculum. CP2 - Curriculum Development and Informatics Teaching: perspectives and models. CP3 - Discussions on Curriculum, Curriculum Development and Assessment in Portugal: 3.1 Profile of Students Leaving Compulsory Schooling and centrality of the concept of competence; 3.2 curricular status of Essential Learning; 3.3 education in the field of digital competences; 3.4 digital competences and building an inclusive school; 3.5 curricular and pedagogical assessment: concepts and paradigms; 3.6 assessment tools and modalities, focused on pedagogical assessment; 3.7 learning assessment in digital environments; 3.8 curriculum and teacher professional learning.

ME1 - Theoretical-practical classes with problem situations, fostering critical thinking and autonomy (LO1, LO2). ME2 - Cooperative active methodologies (flipped classroom, jigsaw), fostering collaboration and collective knowledge construction (LO3, LO4). ME3 - Design thinking applied to curriculum planning and assessment, fostering creativity and pedagogical innovation (LO5, LO6). ME4 - Collaborative concept maps, presentations and debates, fostering communication and critical argumentation (LO3, LO4). ME5 - Practical concept-map activities and debates on curriculum and assessment in digital environments (LO3, LO4). ME6 - Tutorial monitoring and continuous feedback via Padlet, fostering autonomous, reflective learning and professional ethics (LO5).

Alves, M.P. & De Ketele, J.M. (2011). Do Currículo à Avaliação, da Avaliação ao Currículo. Porto Editora. Estrela, E. & Lima, L. (2024). Towards a democratic curriculum: the narrative paradigm to achieve a state of viscosity. Curriculum Perspectives, 44(2), 155-165. Estrela, E. & Ricardo, M. M. (2020). Inovação e Mudança: reflexões sobre o processo de autonomia e flexibilização curricular nas escolas portuguesas. Revista Lusófona de Educação, 50, 143-160. Pacheco, J. (2002). Políticas Curriculares. Porto Editora. Trindade, R. & Cosme, A. (2016). Instruir, aprender ou comunicar: Reflexão sobre os fundamentos das opções pedagógicas perspetivadas a partir do ato de ensinar. Revista Diálogo Educacional, 16(50), 1031-1051. Veldkamp, B. & Sluijter, C. (Eds.) (2019). Theoretical and Practical Advances in Computer-based Educational Measurement. Springer.