2024
Pedagogical assessment in higher education: from regulation to grading
Name: Pedagogical assessment in higher education: from regulation to grading
Code: PED15604O
3 ECTS
Duration: 12 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
O1. To clarify pedagogical assessment concepts and practices
O2. To understand the roles and characteristics of pedagogical assessment
O3. To understand the principles of pedagogical assessment
O4. To understand the link between assessment, teaching and learning
O5. To understand the criteria for assessment, what they are used for and how they are developed
O6. To understand the process of rubric development and its potential to regulate learning.
O7. To understand the role of feedback in regulating teaching and learning
O8. To understand the impact of different types of feedback on the learning process
O9. To understand the characteristics of quality feedback
O10. To understand the need for pedagogical assessment planning
O11. To understand the need to diversify assessment tools and tasks according to the nature of the learning, the context and the characteristics of the students
O12. To know the rules to apply when developing assessment instruments and correcting the outcomes
O2. To understand the roles and characteristics of pedagogical assessment
O3. To understand the principles of pedagogical assessment
O4. To understand the link between assessment, teaching and learning
O5. To understand the criteria for assessment, what they are used for and how they are developed
O6. To understand the process of rubric development and its potential to regulate learning.
O7. To understand the role of feedback in regulating teaching and learning
O8. To understand the impact of different types of feedback on the learning process
O9. To understand the characteristics of quality feedback
O10. To understand the need for pedagogical assessment planning
O11. To understand the need to diversify assessment tools and tasks according to the nature of the learning, the context and the characteristics of the students
O12. To know the rules to apply when developing assessment instruments and correcting the outcomes
Contents
C1. Concepts in the context of educational assessment
C2. Roles and characteristics of pedagogical assessment
C3. Principles of pedagogical assessment
C4. Linking assessment, teaching and learning
C5. Assessment criteria - What are they? What are they for? How are they developed?
C6. Rubrics: characteristics and usefulness
C7. Feedback and regulation of teaching and learning
C8. Types of feedback
C9. Characteristics of quality feedback
C10. Planning pedagogical assessment
C11. Assessment tools and techniques
C12. From developing assessment tools to correcting the outcomes
C2. Roles and characteristics of pedagogical assessment
C3. Principles of pedagogical assessment
C4. Linking assessment, teaching and learning
C5. Assessment criteria - What are they? What are they for? How are they developed?
C6. Rubrics: characteristics and usefulness
C7. Feedback and regulation of teaching and learning
C8. Types of feedback
C9. Characteristics of quality feedback
C10. Planning pedagogical assessment
C11. Assessment tools and techniques
C12. From developing assessment tools to correcting the outcomes
Teaching Methods
The aim is to provide pedagogical experiences to be replicated in the trainees? own classes (pedagogical isomorphism), favouring a theoretical-practical approach, with opportunities to explore real examples, eventually brought by trainees about their practice, taking advantage of the diversity of scientific areas to which they belong. Pedagogical models centred on the trainee, promoting autonomy, critical thinking and creativity, communication and collaboration are valued. Pedagogical diversity is prioritized, with the completion of individual tasks, in small and large groups, the discussion and debate of ideas, the critical analysis of scenarios and the resolution of problems, mobilizing diverse resources, including self-regulation questionnaires, rubrics, texts, videos and digital tools. The remote sessions will take place using the ZOOM platform.
Assessment
The assessment is qualitative, resulting in a final grade of approved or not approved.
Approval depends on the cumulative fulfilment of four conditions:
1. Attendance (the maximum number of absences in face-to-face and synchronous sessions is two sessions);
2. Active participation in the sessions (fulfilment of the proposed tasks);
3. Response to a questionnaire on assessment concepts and practices, applied in two moments, in the first and last session;
4. Filling in an anonymous questionnaire to evaluate the training.
Approval depends on the cumulative fulfilment of four conditions:
1. Attendance (the maximum number of absences in face-to-face and synchronous sessions is two sessions);
2. Active participation in the sessions (fulfilment of the proposed tasks);
3. Response to a questionnaire on assessment concepts and practices, applied in two moments, in the first and last session;
4. Filling in an anonymous questionnaire to evaluate the training.
Teaching Staff
Certificações
