2024
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
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 methodologies focus on students ' participation in tasks realization of different nature, through the
debate, on based criticism and at a reflective intervention, contributing, simultaneously, to their
knowledges consolidation and mobilization.
Based on experiences reports and analysis of documents, the students are asked to perform individual
work or in small groups and to participate in discussions and debates that are articulated with expository
moments of framing and systematization of the subjects addressed. The evaluation consists in performing
tasks (practical activities), individual and/or small groups, in the Classroom (Tasks = 30%) combined with a
final work (FW = 70%) It is an approval condition to carry out all tasks and obtaining a rating equal to or
greater than 9.5 values in the final work.
debate, on based criticism and at a reflective intervention, contributing, simultaneously, to their
knowledges consolidation and mobilization.
Based on experiences reports and analysis of documents, the students are asked to perform individual
work or in small groups and to participate in discussions and debates that are articulated with expository
moments of framing and systematization of the subjects addressed. The evaluation consists in performing
tasks (practical activities), individual and/or small groups, in the Classroom (Tasks = 30%) combined with a
final work (FW = 70%) It is an approval condition to carry out all tasks and obtaining a rating equal to or
greater than 9.5 values in the final work.
Assessment
Continuous assessment
Assessment takes place throughout the semester and is integrated into teaching and learning, supported by instruments that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics). The assessment of learning is based on at least two tasks (CT) and one final task (FT). ATs are diverse and can be carried out individually or in groups, during classes, or for independent work. The TF is about a topic related to the UC contents, chosen with the teacher, and presented orally in the class, encouraging reflection and debate. All tasks are evaluated based on criteria previously defined and shared with students.
Final Classification = 40%(CT)+60%(FT)
Final assessment
Students take an Exam test and a Final Task (FT)
Final Classification = 60%(E)+40%(FT)
The evaluation system for student workers follows the rules set out in the RAUE
Assessment takes place throughout the semester and is integrated into teaching and learning, supported by instruments that facilitate autonomy and self-regulation of learning (learning guides and assessment rubrics). The assessment of learning is based on at least two tasks (CT) and one final task (FT). ATs are diverse and can be carried out individually or in groups, during classes, or for independent work. The TF is about a topic related to the UC contents, chosen with the teacher, and presented orally in the class, encouraging reflection and debate. All tasks are evaluated based on criteria previously defined and shared with students.
Final Classification = 40%(CT)+60%(FT)
Final assessment
Students take an Exam test and a Final Task (FT)
Final Classification = 60%(E)+40%(FT)
The evaluation system for student workers follows the rules set out in the RAUE
Teaching Staff (2023/2024 )
- Isabel José Botas Bruno Fialho [responsible]
- Isabel José Botas Bruno Fialho [responsible]
