2025
Learning Assessment in Mathmatics
Name: Learning Assessment in Mathmatics
Code: PED11200M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Sustainable Development Goals
Learning Goals
- To understand the foundations of the new curriculum, learning and assessment theories;
- To relate different concepts of assessment to different concepts of curriculum;
- To understand different conceptualizations of assessment;
- To relate curriculum development to learning and assessment;
- To understand the relevance of the assessment process in the improvement of teaching and learning processes;
- To istinguish and characterize modalities of internal and external evaluation;
- To understand the role of different functions of assessment and the impact they can and should have in the organization of teaching and learning process;
- To design and develop different strategies to assess and know how to integrate them in curriculum development in Mathematics;
- To critically analyze the impact of different modes of assessment on students, teachers and on Mathematics teaching and learning.
- To relate different concepts of assessment to different concepts of curriculum;
- To understand different conceptualizations of assessment;
- To relate curriculum development to learning and assessment;
- To understand the relevance of the assessment process in the improvement of teaching and learning processes;
- To istinguish and characterize modalities of internal and external evaluation;
- To understand the role of different functions of assessment and the impact they can and should have in the organization of teaching and learning process;
- To design and develop different strategies to assess and know how to integrate them in curriculum development in Mathematics;
- To critically analyze the impact of different modes of assessment on students, teachers and on Mathematics teaching and learning.
Contents
1. Concept of assessment
2. Curriculum-learning-assessment
3. Foundations of evaluation of, and for, learning.
4. Concepts of students and teachers on evaluation
5. Evaluation
5.1. Planning
5.2. Collecting
5.3. interpreting
5.4. Using the results
6. Assessment in different purposes:
6.1. Regulate the student's progress
6.2. Regulate the process of teaching
6.3. Make decisions about learning
6.4. Rate the student's achievement
7. Instruments and its different purposes
7.1. The role of different mathematics tasks in the teaching, learning and evaluation process
2. Curriculum-learning-assessment
3. Foundations of evaluation of, and for, learning.
4. Concepts of students and teachers on evaluation
5. Evaluation
5.1. Planning
5.2. Collecting
5.3. interpreting
5.4. Using the results
6. Assessment in different purposes:
6.1. Regulate the student's progress
6.2. Regulate the process of teaching
6.3. Make decisions about learning
6.4. Rate the student's achievement
7. Instruments and its different purposes
7.1. The role of different mathematics tasks in the teaching, learning and evaluation process
Teaching Methods
For each topic of the program, from the indicative texts and obligatorily from others resulting from searches made by students, they should organize Presentations (A) Critical Reactions reviews (RC), Practical Works (TP) and a Final Essay (EF ) so that the expected learning may occur. The teacher will guide the discussions, make summaries and provide feedback to students so that they can progress and / or overcome difficulties.
The assessment will take place in all of the sessions and will be of formative nature in order to support the regulation of learning and teaching. Summative assessment will also be used to support teaching and learning, through the carring out out of synthesis , and also to gather information for classification.
The processes of self-and hetero evaluation assume importance as it to contributes to the reflection on the student's work and on that of his colleagues.
Classification:
A (group) 25%
RC (individual) 20%
TP (Group) 20%
EF (individual) 35%
The assessment will take place in all of the sessions and will be of formative nature in order to support the regulation of learning and teaching. Summative assessment will also be used to support teaching and learning, through the carring out out of synthesis , and also to gather information for classification.
The processes of self-and hetero evaluation assume importance as it to contributes to the reflection on the student's work and on that of his colleagues.
Classification:
A (group) 25%
RC (individual) 20%
TP (Group) 20%
EF (individual) 35%
Teaching Staff (2023/2024 )
- António Manuel Águas Borralho [responsible]
Certificações
