Class Evaluation of Practices and Contexts in Educational Community

This UC, transversal to the entire course, allows the student to acquire or deepen the basic concepts of evaluation and, in particular, its relations with the search for quality. They also empower students for the critical exercise of assessment.

Not applicable

CP1. Educational changes and pressure on the quality of the institutions that administer education. 1.1 Quality (of educational processes and institutions) as a multidimensional concept 1.2 Evaluation as a social practice and the social effects of evaluations 1.3 Reference indicators for ¿measuring quality¿ in education CP2. Models of evaluation of educational institutions 2.1 Models predominantly focused on the evaluation processes 2.2 Models predominantly focused on results 2.3 New approaches to assessment: integrated assessment (the schools' external assessment program); the self-assessment assessment (the meta-assessment) CP 3. ¿Institutional assessment¿ as an alternative model based on self-assessment 3.1 The ¿negotiated quality¿: characteristics and indicators 3.2 Participatory institutional assessment processes 3.3 Contributions of ¿institutional assessment¿ to improving practices  

TM1: Lectures and discussion of fundamental texts on assessment and quality in education. (Related to the Pedagogical Model). Promotes: acquisition of a solid theoretical basis and critical thinking. TM2: Case studies and analysis of institutional documents to identify actual assessment practices. (Related to the Pedagogical Model). Promotes: theory-practice articulation and situated reflection. TM3: Group activities to compare assessment models and construct analysis grids. (Linked to the Pedagogical Model). Promotes: collaborative work and critical analysis skills. TM4: Guided tutoring and continuous feedback in the development of evaluative analysis projects. (Linked to the Pedagogical Model). Promotes: autonomy in learning and educational success.

Alaíz, V. (2007). Auto-avaliação das escolas? Há um modelo recomendável? Correio da Educação, 301. CRIAP-ASA. Barreira, C., Bidarra, M. & Rebelo, M. (Orgs.) (2016). Estudos sobre Avaliação Externa de Escolas. Porto Editora. Behrens, M. (2007). La qualité en éducation. Pour réfléchir à la formation de demain. : Presses de l`Université du Québec  Bettencourt, A. M. &  Miguéns, M. (Eds.) (2011). Avaliação das escolas dos ensinos básico e secundário: perspectivas para um novo ciclo avaliativo. CNE. Cirne, A. (2022). Práticas de avaliação do desempenho docente. Cordel d'Prata. Clímaco, M. C. (2005). Avaliação de Sistemas em Educação. UA  Felouzis, G., Maroy, Ch., & Zanten, A. V. (2013). Les marchés scolaires.PUF. Rocha, C. (Org).(2023).Avaliação e a formação de professores: teoria e realidade. Editora Bagai. Silva, I, & Kistemann, M. (orgs). (2022). Avaliação da aprendizagem: possibilidades para a prática docente na Educação Básica.UFJF