Class Evaluation of Practices and Contexts in Educational Community

This CU focuses on the understanding and critical analysis of evaluation as a relevant dimension of educational processes and quality improvement in Education. It addresses concepts, perspectives and evaluation practices, considering their purposes, contexts and stakeholders. The CU aims to deepen knowledge of evaluation and develop skills to analyse and critically examine evaluation processes in different educational and training contexts. It explores the relationships between evaluation, quality and improvement, as well as the assumptions, criteria and implications of evaluation practices. Its relevance to the study cycle lies in fostering critical and well-founded professional and research practice, enabling students to use evaluation as a process for knowledge, regulation and improvement of educational practices and contexts.

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PC1. Foundations of Evaluation in Education 1.1. Concepts and perspectives on evaluation 1.2. Evaluation, quality and improvement 1.3. Scientific, social and political dimensions of evaluation 1.4. Criteria, indicators and frameworks PC2. Evaluation of practices, projects and programmes 2.1. Purposes, models and evaluation processes 2.2. Planning: criteria, methods, techniques and instruments 2.3. Collection, analysis and interpretation of evidence PC3. Evaluation of educational contexts and organisations 3.1. Institutional evaluation models and frameworks 3.2. Self-evaluation and external evaluation 3.3. Evidence, monitoring and decision-making for improvement 3.4. Evaluation culture, quality and innovation PC4. Communication in evaluation 4.1. Systematisation and communication of results 4.2. Evidence-based proposals for improvement  

The CU prioritises active, reflective and collaborative methodologies focused on the analysis and resolution of evaluation problems in educational contexts. Interactive lectures are combined with the analysis of texts and documents, case studies and authentic situations, enabling students to problematise evaluation models, frameworks and practices. Students are involved in designing and analysing evaluation processes, including defining criteria and indicators, selecting methods and instruments, and interpreting evidence. Collaborative work and peer discussion encourage the exchange of perspectives, reasoned argument and evidence-informed decision-making. Tutorial guidance and formative feedback support self-regulation and learning improvement. Moodle supports access to resources, interaction and independent work.

Alkin, M. C. (Ed.). (2023). Evaluation roots: Methods, theory, and influential models (3rd ed.). Guilford Press. Barreira, C. (Ed.). (2015). Avaliação externa de escolas: Estudos empíricos. Porto Editora. Brown, C. (2017). Achieving evidence-informed policy and practice in education. Emerald. Joint Committee on Standards for Educational Evaluation. (2011). The program evaluation standards: A guide for evaluators and evaluation users (3rd ed.). Sage. Pacheco, J. A. (Ed.). (2015). Avaliação externa de escolas: Quadro teórico-conceptual. Porto Editora. Pacheco, J. A., Morgado, J. C., & Sousa, J. R. (Eds.). (2020). Avaliação institucional e inspeção: Perspetivas teórico-conceptuais. Porto Editora. Stufflebeam, D. L., & Coryn, C. L. S. (2014). Evaluation theory, models, and applications (2nd ed.). Jossey-Bass.