2025
Evaluation of School Organizations
Name: Evaluation of School Organizations
Code: PED11239M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
To understand the potential of the school evaluation as a mean of improvement and organizational
development
To know the school evaluation devices
To discuss the links between self-evaluation and external evaluation
To reflect and analyse the different benchmarks and instruments of schools evaluation
To analyse models and evaluation procedures of the schools.
To understand the cycle of improvement
To plan school self-evaluation procedures
To develop improvement plans based up on the results of the evaluation
development
To know the school evaluation devices
To discuss the links between self-evaluation and external evaluation
To reflect and analyse the different benchmarks and instruments of schools evaluation
To analyse models and evaluation procedures of the schools.
To understand the cycle of improvement
To plan school self-evaluation procedures
To develop improvement plans based up on the results of the evaluation
Contents
Theoretical- conceptual framework of schools evaluation
The assumptions and the evaluation planning
From the effective schools movement to the effective improvement of schools movement
The Schools Evaluation in Portugal
Brief characterization of some previous projects to external schools evaluation model
Characterization and operationalization of the external schools evaluation model
The External Schools Evaluation reference framework
Planning and operationalization of self-evaluation/internal evaluation
To develop improvement plans
Self-evaluation and External Evaluation of schools: synergies, liaisons and consequences
The assumptions and the evaluation planning
From the effective schools movement to the effective improvement of schools movement
The Schools Evaluation in Portugal
Brief characterization of some previous projects to external schools evaluation model
Characterization and operationalization of the external schools evaluation model
The External Schools Evaluation reference framework
Planning and operationalization of self-evaluation/internal evaluation
To develop improvement plans
Self-evaluation and External Evaluation of schools: synergies, liaisons and consequences
Teaching Methods
The pedagogical methodologies prioritize the active participation of students in the co-construction of knowledge, through diverse strategies such as debate, analysis of reported or experienced situations, reflection and reasoned criticism, in moments of individual and collaborative work. Different resources (documents, videos, technological applications and direct observation) are mobilized to support learning situations - based on research, projects, and problems. Field trips to different contexts (natural/social environments, museums and similar, science centers) are conducted, contributing to the diversification of learning experiences and a greater enrichment
of training. The teaching and learning process is mediated by assessment with regulatory functions, supported by instruments that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics).
AI Usage Policy
The use of AI tools is permitted to support learning, research, and information organization, provided that the student critically validates all information and maintains human control over the content produced. The use of AI must always be declared and referenced, according to the guidelines of the University of Évora (ORDER No. 34/2026).
Permitted Use of AI
Students may use AI tools for the following purposes: research and organizational support; linguistic and stylistic support; analytical and brainstorming support; support in creating presentations from content already produced by the student.
Prohibited Use of AI
The following uses of AI tools are strictly prohibited and will be considered academic fraud, under Article 119 of the Academic Regulations of the University of Évora: complete generation of answers or assignments; automatic resolution of assessed exercises or problems; using AI to automatically solve tasks or problems that
are part of the formal assessment of the course; production of texts as if they were original; fabrication of sources, data, or results.
? It is mandatory to declare the use of AI in any work (written, audiovisual, oral presentation, etc.) submitted for assessment in the course. This declaration must specify the AI tool used and the purpose of its use. Whenever technically possible, the student should indicate the session identifier or provide the sharing link for the interaction.
? Bibliographic referencing: When AI generates direct content that is incorporated into the work, the citation must follow the bibliographic standard adopted in the scientific field (e.g., APA 7th ed.). It is essential that the student assumes responsibility for the accuracy of the data and validates the information in primary sources.
of training. The teaching and learning process is mediated by assessment with regulatory functions, supported by instruments that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics).
AI Usage Policy
The use of AI tools is permitted to support learning, research, and information organization, provided that the student critically validates all information and maintains human control over the content produced. The use of AI must always be declared and referenced, according to the guidelines of the University of Évora (ORDER No. 34/2026).
Permitted Use of AI
Students may use AI tools for the following purposes: research and organizational support; linguistic and stylistic support; analytical and brainstorming support; support in creating presentations from content already produced by the student.
Prohibited Use of AI
The following uses of AI tools are strictly prohibited and will be considered academic fraud, under Article 119 of the Academic Regulations of the University of Évora: complete generation of answers or assignments; automatic resolution of assessed exercises or problems; using AI to automatically solve tasks or problems that
are part of the formal assessment of the course; production of texts as if they were original; fabrication of sources, data, or results.
? It is mandatory to declare the use of AI in any work (written, audiovisual, oral presentation, etc.) submitted for assessment in the course. This declaration must specify the AI tool used and the purpose of its use. Whenever technically possible, the student should indicate the session identifier or provide the sharing link for the interaction.
? Bibliographic referencing: When AI generates direct content that is incorporated into the work, the citation must follow the bibliographic standard adopted in the scientific field (e.g., APA 7th ed.). It is essential that the student assumes responsibility for the accuracy of the data and validates the information in primary sources.
Assessment
I. Continuous Assessment System
Assessment occurs throughout the semester, is integrated into teaching and learning, and is supported by tools that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics).
Learning assessment includes tasks of diverse nature, which may be carried out individually or in groups; some include two components: completion and presentation/discussion. All tasks are evaluated based on criteria previously defined and shared with the students.
The final grade is obtained from the average of the grades obtained in the tasks considered.
The final grade is obtained from the average of the graded tasks (at least three tasks).
Final Grade = (T1+T2+. . . ) /n
II. Final Assessment System
Students take a Written Exam (PE) and a Practical Exam (PP).
Final Grade = 70%(PE)+30%(PP)
The evaluation system for student workers follows the rules set out in the RAUE
Assessment occurs throughout the semester, is integrated into teaching and learning, and is supported by tools that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics).
Learning assessment includes tasks of diverse nature, which may be carried out individually or in groups; some include two components: completion and presentation/discussion. All tasks are evaluated based on criteria previously defined and shared with the students.
The final grade is obtained from the average of the grades obtained in the tasks considered.
The final grade is obtained from the average of the graded tasks (at least three tasks).
Final Grade = (T1+T2+. . . ) /n
II. Final Assessment System
Students take a Written Exam (PE) and a Practical Exam (PP).
Final Grade = 70%(PE)+30%(PP)
The evaluation system for student workers follows the rules set out in the RAUE
Teaching Staff
- Isabel José Botas Bruno Fialho [responsible]
Accreditations and Certifications
