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

1. 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 2. 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) 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  

The curricular unit demonstrates coherence between the learning objectives and the planned program contents. Each program content directly addresses the knowledge and skills required to achieve the corresponding learning objectives, ensuring an integrated approach. The contents provide the fundamental theoretical and conceptual framework for the acquisition of the main concepts related to Assessment of practices and context in educational communities. They promote the development of the capacity for critical analysis and professional intervention related to Assessment in educational institutions. At the same time, it provides tools for students to problematize and understand the framework of assessment as a social practice and its effects.

Alaíz, V. (2007). Auto-avaliação das escolas? Há um modelo recomendável? Correio da Educação, 301. CRIAP-ASA.  Disponível em: https://www.academia.edu/8041784/Autoavalia%C3%A7%C3%A3o_das_escolas_H%C3%A1_um_modelo_recomend%C3%A1vel. Barreira, C., Bidarra, M. & Rebelo, M. (Orgs.) (2016). Estudos sobre Avaliação Externa de Escolas. Porto: Porto Editora. Behrens, M. (2007). La qualité en éducation. Pour réfléchir à la formation de demain. Québec: 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. Lisboa: CNE. Clímaco, M. C. (2005). Avaliação de Sistemas em Educação. Lisboa: UA  Díaz, A.(2003). Avaliação da Qualidade das Escolas. Porto: ASA Felouzis, G., Maroy, Ch., & Zanten, A. V. (2013). Les marchés scolaires. Paris: PUF.