Objectives
1. To develop a critical attitude towards the literature on assessment of and for learning, taking into account basic knowledge in the field.
2. To analyse experienced, observed or reported assessment practices, identifying models, procedures and patterns associated with them.
3.To design assessment strategies and tools for practical situations, according to specific assessment objectives and functions.
4. To carry out assessments in a real-life context, analysing their foundations, potential and dilemmas.
Syllabus
1. Basic concepts of evaluation periods and paradigms;
2. Types of student assessment;
3. Elements of evaluation practices and “referentialisation”;
4. Developing assessment tools;
5. Ethics and bias assessment;
6. Teacher and student perspectives on assessment of and for learning
Teaching Methods
The intended learning outcomes and content of this unit will be achieved initially by exploring students' perspectives on the basic dimensions of assessment. They will also be achieved through dialogues, debates, role-plays and practical exercises in pairs or small groups. Students will also be required to design and develop assessment tools using project methodology. The expected competences will be developed mainly through student research, discussion of texts related to the concepts studied, exchange of experiences, analysis of practical cases and design of assessment tools applied to real situations. Students' assessment projects will be presented to the class, analysing the main concepts learnt in the field. Students' autonomous work is supported by procedural feedback and tutorials.
Bibliography
Barreira, C., & Boavida, J. (Orgs.) (2006). Avaliação educacional. Novas formas de ensinar e aprender. Revista Portuguesa de Pedagogia, 40(3).
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551- 575 Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In J.Dolin & R.
Evans (Éd.), Transforming assessment (V. 4, p. 53 80). Springer International
Fernandes, D. (2005). Avaliação da aprendizagem escolar. Desafios às teorias, práticas e políticas. Texto Ed. Figari, G. (1996). Avaliar: que referencial? Porto Ed.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112
Pedrosa, J. (Coord.) (2022). Avaliação de aprendizagens em instituições educativas. F. Calouste Gulbenkian
Santos, L., Pinto, J., Rio, J., Pinto, F. L., & Varandas, J. M. (2010). Avaliar para aprender. Porto Ed.